Transcript

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Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.13, 2013
143
An Investigation into the Causes of Domestic Violence and Their
Effects on Learning in Early Childhood Development Centres in
Lugari District, Kenya
Jaluo Murunga William
A Thesis Submitted In Partial Fulfillment Of The Requirement For The Award Of The Degree Of Master Of
Philosophy In Early Childhood And Primary Education
Department Of Curriculum, Instruction And Educational Media
School Of Education, Moi University, March 2011, Declaration
Abstract
There has been growing recognition of the prevalence of domestic violence in our society. Domestic violence is
a social vice that is likely to have far reaching consequences to children and to the society. The exposure of
children to violence at home affects children’s socialization. This study sought to investigate the causes of
domestic violence and their effects on the learning of children in ECDE centres in Lugari District. The objectives
that the study sought to establish were; causes of domestic violence; establish the effects of the factors of
domestic violence on the learning of ECDE children; establish the performance of children who had been
victims of domestic violence and suggest possible solutions to domestic violence in communities. The study
employed the descriptive survey design. A sample of 15 ECD centres, 15 ECD teachers, 60 ECD children, one
Chief and one Church elder was taken through purposive and random sampling techniques. Secondary data was
collected from available literature such as books, journals, periodicals among others. The data for this study was
collected from primary and secondary sources. Primary data was collected using questionnaires, interview
schedules and observation method was also used. Data gathered was analyzed through descriptive statistics and
results presented in frequency tables using frequencies and percentages. Majority of the respondents identified
poverty within the society as a cause of domestic violence, together with drunkard ness, unfaithful within the
family and by drug abuse. Exposure to immorality comprised of the highest rating of the forms causing domestic
violence followed by abusive language rated secondly high and the exposure to violent scenes were rated thirdly
high. The battery of children and exposure of children to harsh environment were rated the highest and low
factors respectively for the existence of domestic violence. Exposure to violent scenes, the use of abusive
language and the exposure to immorality were the least forms of domestic violence experienced. All forms of
domestic violence have one purpose, to gain and maintain control over the victim.The effects of domestic
violence were poor performance rated highest, followed by dropping out of school, reported cases of indiscipline
and least being brain damage. The tragic reality is that anytime a mother is abused by her partner, the children
are also affected in both overt and subtle ways. The children’s performance of school tasks and tests varied
significantly during the study with majority of the children performing below average compared to those who
perform above average in their learning. The solutions towards domestic violence identified guidance and
counselling as a major solution towards domestic violence victims. Majority of them were of the opinion that
creating community awareness on the disadvantages of domestic violence was important. The creation of
employment opportunities and formation of community based organizations were the least solution identified.
The researcher recommends that there is need for the empowerment of children at home and school to enable
them make good decisions, interpret school tasks and perform well in school tests. There is no easy solution to
the problem of domestic violence as its elimination requires changes in the very nature of society.
INTRODUCTION AND BACKGROUND TO THE STUDY.
1.0 Introduction
This chapter gives the introductory account of the topic, “An investigation into the causes of domestic violence
and their effects on the learning of children at the ECDE centres in Lugari District, Kenya.” The study seeks to
link establish the link between domestic violence and the learning of children in Lugari District. In this chapter,
the following areas are highlighted: The background information to the study, the statement of problem, the
purpose of the study, the objectives of the study, the research questions, and the hypothesis of the study, the
significance of the study, the scope and the limitations of the study, the theoretical framework and the definition
of operational terms.
1.1 Background to the study
Domestic violence is defined as the emotional, physical or the sexual abuse between people who have at one
time had an intimate or family relationship. The family relationships include the following members: - husbands,
wives, ex-husbands, ex-wives, daters, ex-daters, brothers, sisters, mothers, fathers, children, cousins, parent’s in-

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Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.13, 2013
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laws, brothers-in-laws, sister in-laws and caregivers (Newton C.J. 2001).
Globally, domestic violence has been an issue of discussion at international conferences. Just consider these grim
statistics regarding American children everyday, 10 children are murdered, 16 die from guns, 316 are arrested for
crimes of violence, 8042 are reported abused or neglected (Children Defence Fund, 2001, 15). In 1996, more
than 3 million children were reported as victims of child abuse and neglect to child protective agencies in the
United Kingdom (National Committee to Prevent Child Abuse (NCPCA, 1998).
In China, Wang and Deng estimate that more than 3 children die each day as a result of child abuse and neglect.
Of these children, approximately 78 % are under 5 years old at the time of their death, while 38 % are under 1
year of age (NCPCA, 1998).
In East Africa, Domestic Violence has been reported widely. The East African countries, Kenya, Uganda and
Tanzania had documented cases of domestic violence in most communities including harmful cultural practices
like child battery, domestic fights and violent games which had adverse effects on children. In Kenya, quite a
number of cases are recorded in the provincial administration offices with complaints of domestic violence (UN,
2005). Children have been victims of such violence.Lugari District are found in western part of Kenya whose
inhabitants have been known to abuse drugs. The results have been documented returns of domestic violence
with mothers and children being the most affected. Results from the observed behaviours of these children need
to be investigated. The study seeks to establish if any link exists between the causes of domestic violence and the
learning of children in ECDE centres.
1.2 The statement of the problem
Any form of domestic violence always has negative effects to the victims. Children are easy targets of domestic
violence (American academy of Paediatrics (AAP) 1997) and can react differently. The social learning theory as
proposed by Albert Bandura emphasises the aspects of modelling. It states that children learn by imitating what
they see in their environment. In this context, children imitate adult behaviours and may be socialised into
replicating what they saw in early childhood. The experiences of early years have an effect on the later year
adults. There exists a relationship between domestic violence and the aggressive behaviour when children grow
up. The cases of domestic violence in Lugari District unless addressed adequately will have a long lasting effect
on children in their adult lives. It is worth noting that domestic violence negatively socializes children into a
society of revenge, ridicule and survival for the fittest. Domestic violence has a direct bearing on children
learning and school discipline. The concerns raised by activists against violence like the Coalition on Violence
against Women (COVAW) indicated that domestic violence was rampant in Lugari district. Coupled with the
post election violence, the effects of the said violence were borne by children and it affected learning and
academic performance.
1.3 The purpose of the study
The purpose of this study is to investigate the causes of domestic violence and their effects on the learning of
children at the Early Childhood Development Education stages in Lugari District. The study sought to establish
if there exists a relationship between domestic violence and ECD learning and academic performance.
1.4 Objectives of Study
1.4.1 Main Objective
The overall objective of the study was to investigate the relationship between the causes of domestic violence
and their effects on learning at the Early Childhood Development Education Level.
1.4.2 Specific Objectives
Specifically the study was sought to:
1. Identify the causes of domestic violence on children
2. Establish the effects of domestic violence on the learning of children at the ECDE centres.
3. Establish the academic performance of the children who have been victims of domestic violence.
4. Suggest the possible solutions to children from domestic violence environment.
1.5 The Research Questions
1.5.1 The Main Research Question
The study is set to answer the following general research question:-
Is there a distinct relationship between causes of domestic violence and the learning of children at the ECDE
level?
1.5.2 Specific Research Questions
This study is set to answer the following questions:-
1. What are the possible causes of domestic violence on children?
2. What are the effects of domestic violence on children at the ECDE centre?
3. What is the academic performance of children who are victims of domestic violence?
4. What are the possible solutions to children from domestic violence environment?

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1.6 The significance of the study
The findings of this study will benefit learners, teachers, ECDE managers and the community members. The
study will be useful to Early Childhood Education teachers who handle children from domestic violence
environment. The Kenyan public has not been able to openly curb the ever rising rate of domestic violence in
homes as exhibited in areas of high population density. Children from this environment would also benefit by
being gently socialised into future caring and responsible citizens of Kenya.
The findings and the recommendations of the study would also be useful to the managers and the administrators
of ECDE centres. Henceforth, the managers would neither rely on personal experience for objective judgements,
nor would they rely on traditional practices in their management of tasks, but they would have their methods,
decisions and actions based on concrete knowledge of issues and facts concerning domestic violence and
learning. The communities would benefit by being sensitized into appreciating the need to address the factor of
domestic violence. This would lead to reduced rates of domestic violence meted on children.
This study would improve the efficiency of child handling at home and at the ECDE centres and hence improve
performance at the centres. The study would also form a basis for further research on domestic violence and its
impact on educational institutions in general and on learning of children in particular.
1.7 Justification of the Study
The constant alarm raised by the Human and child rights Activists in Lugari district about domestic violence
justified the study. The complaints raised by activists of Coalition on Violence Against Women (COVAW) and
child rights protection agencies e.g. CREAW, FIDA, WRAP, KAACR, etc had pointed out that domestic
violence in Lugari district had negatively affected children.
Some of the problems associated with domestic violence are education related, this study was concerned with the
effects of domestic violence on behaviours and academic performance in children at ECDE centres. This is
because of the assumption by the society that the two variables (domestic violence and learning) are not related.
This knowledge gap necessitated classroom research that this study set out to fill
1.8 Scope and Limitations of the Study
1.8.1 Scope of the Study
The scope of study was limited to ECDE centres within Lugari district. The study was interested in the factors of
domestic violence and their effects on the academic performance of ECDE children. The study was limited to 15
schools, 15ECD teachers, 1 chief, 1 elder and 60 ECDE children. Teacher’s questionnaire responses and
learner’s observation provided the bulk of the data used in drawing conclusisions and making recommendations
for the study.
To counter these limitations, the researcher designed a straight forward questionnaire, interview question items
and a direct observation checklist as tools for collection of data. The researcher also collected data when there
was no rain for easy accessibility
1.8.2. Limitations of the Study
The researchers anticipated several limitations in this study:
• It was not possible to exhaustively observe all the children during the checklist within the time limit.
However, the researchers insured that the checklist was appropriate to the time of the study.
• The researcher expected some respondents to turn down the requests of responding to the questions.
The researcher built a rapport with most respondents and assured them of confidentiality.
• Another limitation was the descriptive survey design chosen for the study. A survey gathers limited data
on a number of cases. So this findings could only be generalized to ECDE centres whose majority of the
learners are victims of domestic violence.
• For the purpose of this study, the descriptive survey design involved interviewing teachers, care givers
and parents. Those sampled responded to the questionnaires and observing children from homes with
domestic violence at ECDE centres. It is important to mention that, descriptive
1.9 Theoretical Framework
This study was modelled on the theory of “Social Learning Theory,” advanced by Albert Bandura. This theory
was used by psychologists in 1960s in Nyanza Province who wished to establish the factors that promote
drinking habits among the youth. The study found out that in every 10 youths who were found drinking, 7 had
drinking parents and the older siblings. The social learning theory postulates that learning takes place through
modelling both at home and school. As children grow up, they tend to ape the models within their environment.
Among the models may be their parents, siblings, teachers, religious leaders among others. It reiterates that
positive role models socialise children into responsible citizens unlike the negative role models. As applied in
this study, the social learning theory holds that the independent variable (Domestic Violence) would influence
the Dependent Variable (Learning of Children in ECD Centres). This is true considering the fact that those
children who had witnessed domestic violence or had been victims of domestic violence tended to be aggressive.

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.13, 2013
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The abusive environment at home made children behave aggressively at school and this affected learning.
1.10 Definition of Operational Terms
Academic Performance- The overall score or mark achieved by a learner in a test or set of tests administered
by an instructor or teacher
Aggression – The tendency to over-react under normal circumstances.
Child abuse - Violation in any form to the entitlements of a child.
Child battery - Subjecting a child to over use of corporal punishment or
physically manhandling a child.
Domestic violence - The emotional, physical, psychological or the sexual abuse between people
who have at one time had an intimate or family relationship
Early Childhood Development Centres- An organized learning centre where children aged 3-6 year olds
gather under the care of a specialist to start engaging them in formal learning
activities
Human Rights - Basic and legal entitlement of any human being.
Negative emotions - State of fear, anxiety, sadness and sorrow.
Post election violence - Violence that erupted in Kenya in December 2007 to February 2008
following the disputed General Election results leading to massive
destruction of property, death and displacement of people.
Pornography - Exposure of children to immoral and sexual material.
Psychological trauma - A state of psychological inability to concentrate.
Traumatic stress - A depressing condition
State protection - Use of state agencies to protect against child abuse.
1.11 Chapter Summary
This chapter identified the research topic, set out objectives and stated the scope of the study. The chapter gave
the boundary of its operations and identified its significance. It was hoped that the study was successful despite
of its foreseen limitations.
LITERATURE REVIEW
2.0 Introduction
This chapter explored the literature that research had cited on the topic, “Causes of Domestic Violence and their
Effects on Learning in ECDE Centres.” In this chapter, the following areas were discussed; The current situation
of domestic violence in Kenya, The state protection against domestic violence, non-governmental organization
and resources for battered women and children, The prevalence of domestic violence, The causes of domestic
violence, why focus on young children as part of a domestic violence agenda, child witnesses to domestic
violence, child victims of domestic violence, children’s coping abilities to domestic violence, effects of domestic
violence on learning at the ECDE Centres, the intervention measures by the parents, teachers and care givers to
the children from domestic violence environment, the study dealt with the African and Kenyan experiences
respectively.
2.1 General literature on Domestic Violence
2.1.1 Current situation of Domestic Violence in Kenya
Corroborating sources stated that violence against women, including domestic violence, is widespread in Kenya
(AI 2005, 59; Country Reports 2004 28 Feb. 2005, Sec. 5; Kenya July 2004). In its annual report published in
2005, Amnesty International indicated that in Kenya, [AI English version] "women and girls were also subjected
to domestic violence, sexual assault, rape, including of young children, incest, forced marriages and female
genital mutilation" (59). The Kenya Demographic and Health Survey (KDHS), conducted nationwide in 2003,
revealed that nearly half of the women in Kenya between the ages of 15 and 49 were victims of violence, and
that one out of four women had been a victim of violence in the 12 months preceding the survey (Kenya July
2004, 242).
The results of the survey also showed that in 58 per cent of cases of violence against women between the ages of
15 and 49, the spouse was the perpetrator of the violence; the mother, father or brother were the aggressors in 24,
15 and 8 per cent of cases, respectively (ibid., 243). The survey also indicated that 40 per cent of married,
separated or divorced women had experienced physical abuse, while 26 per cent had been subjected to
psychological abuse, and 16 per cent experienced sexual abuse (ibid., 250).
In a 10 March 2005 letter addressed to the members of the United Nations Human Rights Committee (UNHRC),
the Executive Director and the Deputy Director of the Women's Rights Division of Human Rights Watch (HRW)
wrote that, in the case of Kenyan women, "access to property usually hinges on her relationship to a man, be it
her husband, father, son, or other male relative" (HRW 10 Mar. 2005, "Background"). The authors of the letter
further explained that when the relationship ends in death, divorce or separation, the woman "stands a good

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chance of losing her home, land, livestock, household goods, money, vehicles, and other property" (ibid.). The
letter stated that Kenyan widows are often stripped of their goods and evicted from their spouse's home (ibid.
"Violations of Property in Kenya"). In some regions, if a widow wants to retain her family property, she must
undergo a "ritual 'cleansing', which involves sex with a social outcast, usually without a condom"; she may also
be forced to marry a relative of her deceased husband (ibid.). Country Reports 2004 stated that in Kenya,
"traditional culture permitted a husband to discipline his wife by physical means and was ambivalent about the
seriousness of spousal rape" (28 Feb. 2005, Sec. 5). According to the same source, "there is no law specifically,
prohibiting spousal rape" (ibid.). However, the results of the survey mentioned earlier showed that
approximately 20 per cent of married Kenyan women are forced to have sex with their husband (Kenya July
2004, 245).
2.1.2 State protection against domestic violence
In its annual report published in 2005, Amnesty International noted the creation of [AI English version] "a
special unit in the office of the Director of Public Prosecutions to handle sexual offences," as well as [AI English
version] "a women-only police station (Kilimani Police Station, Nairobi) to deal exclusively with rape, domestic
violence and child abuse cases" (59).
The same source stated that perpetrators of sexual crimes are rarely convicted, owing to [AI English version] "a
lack of trained police officers to carry out investigations, to difficulties in the preservation of forensic evidence
in rape cases, and to a lack of lawyers with specialized training to prosecute such cases" (AI 2005, 59; see also
Country Reports 2004 28 Feb. 2005, Sec. 5). In addition, Country Reports 2004 indicated that "cultural
inhibitions against publicly discussing sex . . . [and the] disinclination of police to intervene in domestic
disputes" also contribute to the low rate of convictions in domestic violence cases (28 Feb. 2005, Sec. 5).
In a 29 April 2005 report, the United Nations Human Rights Committee stated that it was very concerned that
[UN English version] "domestic violence against women remains a recurrent practice in Kenya and that women
do not benefit from adequate legal protection against acts of sexual violence-another widespread phenomenon"
(UN 29 Apr. 2005, para. 10). In addition, the Committee urged Kenyan authorities to [UN English version]
adopt effective and concrete measures to combat these phenomena, sensitize society as a whole to this matter,
ensure that the perpetrators of such violence are prosecuted and provide assistance and protection to victims. The
draft Family Protection (Domestic Violence) Bill should be enacted as soon as possible. The Committee also
recommended that [UN English version] the draft bill that would eliminate inequality of spouses with regard to
marriage, divorce, devolution of property and other rights to be adopted without delay. The State party should
prohibit polygamous marriages. The public institutions responsible for caring for victims of domestic violence
do not offer housing, psychological support or appropriate medical treatment (AI 2005, 59; Country Reports
2004 28 Feb. 2005, Sec. 5).
Regarding property rights, the authors of the 10 March 2005 letter mentioned earlier singled out the Kenyan
courts, which are reportedly "biased against women, slow, corrupt, and often staffed with ill-trained or
incompetent judges and magistrates" (HRW 10 Mar. 2005, "Contributing Factors"). They are also critical of the
fact that no corrective measures have been implemented by the Kenyan authorities or police, who nevertheless
acknowledge that women have "unequal property rights". In correspondence dated 28 June 2005, the coordinator
of the Coalition on Violence against Women (COVAW-Kenya), a women's non-governmental organization,
informed the Research Directorate that "there are no programs put in place by the government to address cases of
domestic violence." She explained that even the Domestic Violence Bill (also known as the Family Protection
Bill) has been pending in parliament for more than five years (COVAW 28 June 2005).
2.1.3 Non-governmental organizations and resources for battered women and Children
The COVAW-Kenya coordinator stated that a number of women's non-governmental organizations, including
COVAW, the Federation of Women Lawyers – Kenya (FIDA-Kenya), the Centre for Rehabilitation and
Education of Abused Women (CREAW) and the Women's Resource Access Programme (WRAP), help battered
women (ibid.). Without going into detail on the nature of the assistance provided by the three other
organizations, the COVAW-Kenya coordinator explained that WRAP provides six weeks of shelter to women
who are victims of domestic violence (ibid.).
The Gender-Based Violence Prevention Network (GBVPN) Website stated that, in addition to providing shelter
for women who are victims of violence, CREAW offers them free legal and medical services (n.d.). However,
according to the COVAW-Kenya coordinator, non-governmental organizations that help battered women cannot
reach all the victims due to insufficient government assistance (COVAW 28 June 2005).
This Response was prepared after researching publicly accessible information currently available to the Research
Directorate within the time constraints. This Response is not, and does not purport to be, conclusive as to the
merit of any particular claim to refugee status. Please find below the list of additional sources consulted in
researching this Information Request.

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2.1.4 Prevalence of Domestic Violence on women and children
Domestic violence is widespread and occurs among all socioeconomic groups. In a national survey of over 6,000
American families, it was estimated that between 53% and 70% of male batterers (i.e., they assaulted their
wives) also frequently abused their children (Straus & Gelles, 1990). Other research suggests that women who
have been hit by their husbands were twice as likely as other women to abuse a child (CWP, 1995).
Studies of the incidence of physical and sexual violence in the lives of children suggest that this form of violence
can be viewed as a serious public health problem. State agencies reported approximately 211,000 confirmed
cases of child physical abuse and 128,000 cases of child sexual abuse in 1992. At least 1,200 children died as a
result of maltreatment. It has been estimated that about 1 in 5 female children and 1 in 10 male children may
experience sexual molestation (Regier & Cowdry, 1995).
2.1.5 WhyFocus on Young Children as Partofa Domestic Violence Agenda
Over many years, advocates, researchers, and professionals have raised significant concerns about the impact of
poverty on young children and families. Although research suggests that many low-income young children and
their families are resilient in the face of economic insecurity and hardship, for substantial numbers the toll is
great. For young children, this toll is reflected in social, emotional, behavioral, and cognitive outcomes that put
them at a disadvantage in comparison with their more affluent peers. Nine million children—just fewer than 40
percent of all children under six—are growing up in families with incomes under 200 percent of the poverty
level; 4 million of these children officially live in poverty and 5 million live in near poverty (Song & Lu, 2002).
Children of color and their families bear a disproportionately heavy burden. Their poverty rate is about three
times as high as the rate for white children and families. Research is consistent that poverty is the greatest risk
factor for children's development: for example, in comparison to their more affluent peers, young children in
poverty typically do worse on virtually all indicators of school readiness (Zill & West, 2001).
For those young children who experience economic risks and adverse family circumstances— particularly
domestic violence, substance abuse, or maternal depression—the possibility of negative outcomes is heightened.
These risk factors, either singly or in combination, disproportionately affects low-income adults, particularly
women. A synthesis of research on more vulnerable families finds that although some children do well, many
others show some combination of attachment problems (especially for infants and toddlers), developmental
delays, learning disabilities, symptoms of post-traumatic stress disorder, difficulty in peer and other caregiver
relationships, and later vulnerability to alcohol, tobacco, drugs and substance abuse (Knitzer, 2000).
The literature which specifically focuses on the impact of violence on children begins to tell an even more
nuanced story. Although much remains to be learned, it is already clear that many young children live in families
where their mothers are abused. For example, in a study of police response to 2,400 adult victims of
misdemeanor domestic assault in five U.S. cities, more than 80% of the affected households included children;
almost half had children under 5 years old (Fantuzzo et al., 1991). A study of Head Start families found that 17
percent of parents report that their children have been exposed to domestic violence, and 3 percent of their
children have been abused (Zill, Reznick, & McKey, 1999). There is also an intergenerational aspect to the
problem. In the last 20 years, the majority of studies have found that between 30 and 60 percent of the children
of abused women are themselves maltreated, often by the men who are assaulting their mothers (Edleson, 1999).
To make matters even more difficult, some of the children who are exposed to violence at home also witness it
on the streets of their communities.
Young children respond to this exposure to violence in very diverse ways. In fact, research suggests that the
impact is enormously varied. Children who repeatedly witness violence against a parent—and who are
themselves abused, as well—seem to bear the worst consequences. Teachers, for example, see the repetition of
traumatic violence in their play, and pediatricians notice their loss of developmental progress. Still other children
are repeatedly aggressive with their peers, and sometimes withdrawn and depressed (Osofsky, 1997). While
numbers of children show these distressing effects, many others are quite resilient. Much of the research points
to the importance of effective and caring parents in alleviating harm (Edleson, Mbilinyi, & Shetty, 2003; Holden,
Stein, Ritchie, Harris, & Jouriles, 1998; Levendosky, Lynch, & Graham-Bermann, 2000; Sullivan, Nguyen,
Allen, Bybee, & Juras, 2000). It also highlights the positive impact of early family and child interventions
(Jenkins & Bell, 1997).
Although many interventions have been designed to support families living in poverty, to protect children who
are abused and neglected, and to help families affected by domestic violence, these interventions remain
basically separate and deeply fragmented. Unfortunately, in many communities parents are still forced to go
from one agency to another as they try to meet their material needs and find help for their children or safety for
themselves. Families, however, do not experience their needs one at a time. The papers in this series are
designed to make it easier for families by offering early childhood community-based providers a common
approach to the work and an understanding of the other systems and agencies in their communities that families
use as they seek safety and stability. They also send a message that there are alternative, safe ways of helping

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young children and families without resorting to out-of-home placement, even as there surely are circumstances
when such placements are vital.
These papers were drafted by collaborating pairs of practitioners and academics who are experts in domestic
violence and early childhood interventions within health, childcare, family support, and law enforcement
settings. Each paper was reviewed in May 2002 at a meeting of authors and staff from national early childhood
and domestic violence organizations. The meeting stimulated the participants to look beyond their own
disciplines and across institutional boundaries. Participants challenged each other to think about how poverty,
race, and ethnicity interact to affect communities and individuals experiencing violence. The group returned
repeatedly to the theme of the often insurmountable barriers that institutions impose on low-income families. It
offered almost unanimous support for early childhood interventions and for breaking down narrowly defined and
categorical funding for services. At the programmatic level, participants searched for ways to protect women and
children while at the same time reaching men who batter before violence escalates. But they also recognized the
need to engage the broader community in helping to protect and ensure the safety of women and children by
strengthening not just formal, but also informal, supports.
The papers in this series focus on practice interventions that can be implemented in the context of service
delivery, but participants at the meeting repeatedly emphasized the importance of developing a continuum of
responses to violence and poverty: they articulated the need for prevention strategies; for early interventions such
as home visiting approaches; and for treatment aimed at those already experiencing violence. They also
recognized the need for broader change to address social inequalities. During the two-day discussion,
participants initiated a cross disciplinary dialogue which urgently needs to be mirrored at national, state, and
local levels as communities try to overcome fragmented responses to children and families. During the meeting
deliberations, the participants also articulated a set of principles for local and national activities developed on
behalf of young children and families struggling with domestic violence and poverty.
2.1.6. Child Witnesses to Domestic Violence
In Queensland, 88 per cent (580) of the 856 respondents to the phone-in conducted by the Queensland Domestic
Violence Task Force reported the presence of dependent children in the household during the course of the
violent relationship. Ninety per cent of these respondents reported that the children had witnessed the domestic
violence, and a further 74 per cent of these respondents had spoken with their children about the violence
(Queensland Domestic Violence Task Force 1988). In Western Australia, the Domestic Violence Task Force
found that 84 per cent of the 420 respondents to a newspaper survey had children living in the same household as
the abusive partner. In a phone-in conducted at the same time, almost 87 per cent of the 297 respondents with
children reported that their children had witnessed them being abused (WA Domestic Violence Task Force
1986).
The figures illustrating a high incidence of child witnesses to domestic violence are reinforced by Walker (1984)
who also reported that 87 per cent of children were aware of the violence between adult partners, while Dobash
and Dobash (1984) in a study of 314 first, worst and last attacks of violence recalled by victims, found that 58
per cent of the attacks took place in front of the children. Sinclair's research (1985) based on clinical experience
has suggested that if children are in a violent family, 80 per cent of them will witness an episode of wife assault.
What they witness may range from a fleeting moment of abusive language to a homicide (Bowker, Arbittel and
McFerron 1988).
A review of Victoria's domestic violence legislation between 1987 and 1990 has also shown some alarming
results. For instance, during 1989- 90, of the 3003 violent domestic incidents reported to the police, 92 involved
the threat or use of a gun. Sixty-five per cent of these cases were witnessed by children under the age of 5, and
35 per cent were witnessed by children aged between 5 and 9. A further 84 incidents involved the use of a
weapon (usually a knife) where 79 per cent were witnessed by children under 5, and 25 per cent were witnessed
by children between the ages of 5 and 9. Children under the age of 5 were also present at more than two-thirds of
domestic disputes in which property was damaged. Over the three-year-period, an analysis of domestic disputes
dealt with by the Magistrate's Court shows that children were assaulted or molested in 25 per cent of domestic
disputes; and in 4 per cent of cases children were held in unlawful custody by the perpetrator (Wearing 1992).
2.1.7. Child Victims of Domestic Violence
Some children who witness domestic violence are also victims of the abusive behaviour. Studies have shown an
overlap between violence towards women and violence towards children of at least 40 per cent (Straus, Gelles
and Steinmetz 1980; Hughes 1988). The Queensland Domestic Violence Task Force (1988) phone-in revealed
that, of the 88 per cent (580) of respondents who reported the presence of dependent children, 68 per cent (392)
said that their children had also suffered at the hands of the perpetrator of domestic violence. Of these, 68 per
cent reported their children being physically abused, 70 per cent reported emotional abuse, and 8 per cent
reported sexual abuse. Research in the United States has also shown that the rate of child abuse and neglect of
children in violent homes has been found to be fifteen times greater than the national average (Peled and Davis

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1992). In a New Zealand study, Church (1984) stated that half of the children surveyed had to be protected by
their mother during the confrontation.
Significantly only 6 per cent (23) of the respondents with abused children (392) in the Queensland Domestic
Violence Task Force Report contacted the Department of Family Services. This is similar to research conducted
by Roy (1977) who stated that 95 per cent of her sample of adult family violence victims did not report the
husband to the authorities for child abuse. Reasons cited for this ranged from fear of reprisals to counter charges
by the husband.
Walker (1987) concludes as a consequence of her research with a sample of 453 abused women that they were
eight times more likely to hurt their children while they were living in a violent relationship, than when they
were safe from violence. This is supported by Straus, Gelles and Steinmetz (1980) who found that mothers and
fathers in violent marriages are both more likely than their counterparts in non-violent marriages to be child
abusing parents.
2.2 Specific Literature Related to the Study
2.2.1 Causes of domestic violence
2.2.1.1 Poverty
Domestic violence is more likely to occur in cases where individuals experience less wage-earning power. This
is a case where the purchasing power of a family or of an individual is eroded to an extent that the provision of
the basic needs is compromised. The children in such homes experience the higher exchanges between the
parents over food, medication and clothing. It targets children because they are the consumers of the basic needs.
The parents and the guardians or the care givers extend their anger and frustrations to the children or fight among
themselves as children witness. The inability of parents and caregivers often lead to fights in the presence of
parents or may see the anger displaced to the children.
2.2.1.2 Unstable Family Structures
Single mother house holds tend to have overprotective elements to children. The children in such house holds
may experience high handed disciplinary measures because the mothers imagine that the children may be rude
with gaps created by the absence of the father.
Child headed households equally have experienced domestic violence created by the rivalry among the siblings
who tend to overburden others with household chores and in a struggle to survive, ends up either in abuses or
even fights among themselves.
2.2.1.3 Drug, alcohol and substance abuse
Substance abuse leads to out-of-control behaviour (Elk Grove, 1998). The number one commonality within the
dynamics of most alcoholic families is poor emotional health. This leads to secondary anger, which is an
ineffective substitute for dealing honestly with emotions. The children mostly bear the brunt of this emotional
instability (Romans 12: 18b, KJV).
2.2.1.4 Poor self esteem
Domestic violence is often linked to poor self esteem. A child growing up in a violent home is likely to have
very little self worth. The child may be engaged on a pattern of negative self talk. “If i were any good, my father
wouldn’t beat me. I will never amount to anything.”(Regier, D.A and Cowdry, R.W 1995). As a young man, his
frustrations and isolations may grow and along with it, a hidden anger due to his feelings of helplessness. Anger
is a major source of fuel that will flames of domestic violence.
2.2.1.5 Culture
An environment where violence is taught by example or accepted as “normal” will imprint upon a child’s
psyche. A young boy may see his father come home from work drunk and angry, screaming at his mother. The
boy watches his mother attempt to please and placate his father’s drunken behaviour. The young boy is being
taught that violence gets results. He then develops own ideas about what makes a man. Most cultures treat
children as non-entities who should only be seen and never to be heard. Most wrongs committed in most homes
are explained in terms of children activities. It is normal for parents in Africa to shift their failed activities in
terms of children.
2.3 Children's Coping Abilities
One area which needs to be considered in more detail is the specific coping abilities of individual older children.
Researchers have begun to investigate reasons which may account for the level of resilience shown by some
children. Following from this, a clinical and research consensus is forming in favour of viewing this resilience as
being influenced by more than one factor (Jaffe et al. 1990). In a review of the stressors of childhood, Garmezy
(1983) found children's coping abilities could be divided into three categories. These are: dispositional attributes
of the child (for example, ability to adjust to new situations); support within the family system (for example,
good relationship with one parent); support figures outside the family system (for example, peers, relatives).
There is further evidence that children's coping abilities can vary as a function of their developmental stage
(Hetherington 1979). Research with preschool children has demonstrated that a disruption in their normal family

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functioning is associated with maladaptive behaviours, both in the home and other social situations (Hess and
Camara 1979; Wallerstein and Kelly 1975). Similarly, Kurdek (1981) suggests that young children are generally
more negatively affected than older children as a result of the dependence on their caregivers and the younger
children's lack of sufficient cognitive development to allow them to interpret surrounding events accurately.
While family disruption certainly has a negative influence on older children's social interactions, it has been
suggested (Hetherington 1979; Kurdek 1981) that they are better able to cope with the stress because of the
additional support of peers and schools. It has also been suggested that a sense of empowerment may be useful to
some children. Rosenberg and Rossman (1990) in their research found that children who believed they had
control over their own thoughts and behaviour during their parents' fights were less anxious and had lower
reports of delinquent behaviours. They perceived themselves more positively in terms of their behavioural and
social competence, as well as their sense of good worth. When the same study measured control over self and
control over parents' beliefs together, children with higher control beliefs in both areas showed fewer problem
behaviours; the children who believed they had control over their parents' thoughts and behaviour, but little
control over their own, were the most powerless. In fact, children who held this pattern of beliefs had the highest
depression scores, displayed low adaptive functioning, and showed evidence of many behavioural problems
including aggression. However, with this model, it is important to emphasise that children be not made to feel
responsible for the violence in any way.
2.3.1. Domestic violence and learning
Research shows that chronic exposure to violence adversely affects a childs ability to learn (Shore, 1997;
Prothraw- Stilth & Quaday, 1995; Kurtz, Gaudin and Wadasski, 1994; Lorion snf Saltman, 1993). Learning itself
is an essential test for violence prevention (Prothraw- Stith and Quaday, 1995). As Prothro- Stith and Quaday
(1995) assert; “When our children’ ability to learn is being dangerously undermined, the foundation of our
society is being damaged in a manner that cannot be easily repaired.” (pg 27). Interventions must begin early in
order to help children develop higher – order thinking skills, empathy, impulse control, anger management,
peaceful conflict resolution and assertive communication.
2.4 The Effects of Domestic Violence on Children
2.4.1. Effects on Pre-Schoolers
In a third study, this time on children aged 4 and 5, Cummings et al. (1987) recorded similar distress reactions as
previously noted on the younger age groups. In addition, the researchers were able to identify the following three
types of behavioural reactions to adult arguments. Forty-six per cent of the children displayed negative emotions
during the time that the anger was being acted out, but afterwards they reported feeling sad and wanting to
intervene. Seventeen per cent showed no evidence of emotion, but later reported that they were angry. Over a
third showed high emotional feelings (both positive and negative) during the arguments. Later, this latter group
reported feeling happy, but they were also the most likely to become physically and verbally aggressive with
their peers. It appears from this study that child’s reactions to adult arguments and anger varies considerably,
ranging from strong displays of emotional distress to much hidden emotional reactions. Also, the type of
immediate reaction shown by each child was found to be associated with his or her own degree of anger,
sadness, or aggression following the violent incident.
Davis and Carlson (1987) found that, through clinical testing of 77 children, those who displayed their reactions
aggressively were pre-school boys. This same group of boys also demonstrated a higher lever of somatic
complaints, with twice as many pre-school boys as girls showing their emotional difficulties through such
symptoms. On the basis of this study, pre-school boys had the highest rating for aggressive and somatic
difficulties of any group in terms of age and gender. In another comprehensive study (Hughes 1988), using
reports obtained from mothers and children, abused and non-abused child witnesses to domestic violence were
compared to other children from a similar economic background on measures of self-esteem, anxiety, depression
and behavioural problems, using reports obtained from mothers and children. Consistent with previous studies,
results indicated much higher distress levels in the children who had been both witnesses and victims than in the
comparison group, with the non-abused witness children's scores falling somewhere between the two. Although
Hughes did not perform any analysis by gender, the results of this study are in partial agreement with those of
Davis and Carlson in that, on examination of the behavioural problem scores, it was revealed that the pre-school
group had the highest rates of any group.
Children of this age interpret most events in relation to self. They see themselves as the cause of the anger. They
do not have the cognitive competence to take into account the whole situation. Placing blame for adult anger on
oneself, therefore, is a developmentally defined common occurrence for preschoolers (Jaffe et al. 1990). There is
also a relationship between the anxiety levels of this age-group and the mother's own anxiety levels. In fact,
Hughes (1986) has suggested that shelter children, may particularly associate their own feelings very closely
with their mother, so that as the mother's anxiety level rises and falls, so does their own. It was also observed by
delange (1986) that exposure to domestic violence may affect pre-school age children's social-cognitive

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developmental competence; they were often socially isolated from their peers and did not relate to the activities
or interests of their age group and they had some problems relating to adults.
2.4.2. Emotional effects
Angela Brown, (1987) asserts that boys who witness their fathers cause their mothers are more likely to inflict
severe violence as adults. Data suggests that girls who witness maternal abuse may tolerate abuse as adults more
than girls who do not, (Charles Patrick, 1987). These negative effects may be diminished if the child benefits
from intervention by the law and domestic violence programmes.
2.4.3. Cognitive effects
Studies show that battered, pregnant women often deliver low birth weight babies who are at great risk for
exhibiting developmental problems (Prothrow – Stith and Quaday, 1995). Shaken baby syndrome, the shaking of
the infant or child by the arms, legs or shoulders can be devastating and result in irreversible brain damage,
blindness, cerebral palsy, hearing loss, spinal cord injury, seizures, learning disabilities and even death (Puissant
& Limn,1997). The growing body of knowledge regarding early brain development suggest that,” the ways
parents, families and other care givers relate and respond to their children at ECD and the ways that they mediate
their children contact with the environment directly affects the formation of neural pathways” (Shore,1997,p4).
2.4.4. Psychological effects
Violent children usually come from violent homes where parents model violence as a means of resolving conflict
and handling stress (Page et al, 1997). Even if children are not abused physically themselves, they can suffer
psychological trauma including lack of bonding, from witnessing battering. As Lerner (1992) points out,
attachment or bonding has far reaching implications not only for the emotional well being of the child but also
for a child’s cognitive development and the child’s ability to cope effectively with stress and to develop healthy
relationships. Children who witness violence can display an array of emotional and behavioural disturbances,
including low self esteem, withdrawal, nightmares, self- blame, and aggression against peers, family members
and property (Peled, Jaffe, & Edleson, 1995).
2.4.5. Domestic Violence causes Traumatic Stress
As the incidence of interpersonal violence grows in our society, so does the need for investigation of the
cognitive, emotional and behavioral consequences produced by exposure to domestic violence, especially in
children. Traumatic stress is produced by exposure to events that are so extreme or severe and threatening, that
they demand extraordinary coping efforts. Such events are often unpredicted and uncontrollable. They
overwhelm a person's sense of safety and security.
Terr (1991) has described "Type I" and "Type II" traumatic events. Traumatic exposure may take the form of
single, short-term event (e.g., rape, assault, severe beating) and can be referred to as "Type I" trauma. Traumatic
events can also involve repeated or prolonged exposure (e.g., chronic victimization such as child sexual abuse,
battering); this is referred to as "Type II" trauma. Research suggests that this latter form of exposure tends to
have greater impact on the individual's functioning. Domestic violence is typically ongoing and therefore, may
fit the criteria for a Type II traumatic event.
With repeated exposure to traumatic events, a proportion of individuals may develop Posttraumatic Stress
Disorder (PTSD). PTSD involves specific patterns of avoidance and hyperarousal. Individuals with PTSD may
begin to organize their lives around their trauma. Although most people who suffer from PTSD (especially, in
severe cases) have considerable interpersonal and academic/occupational problems, the degree to which
symptoms of PTSD interfere with overall functioning varies a great deal from person to person.
The Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition (DSM-IV; APA, 1994) stipulates
that in order for an individual to be diagnosed with posttraumatic stress disorder, he or she must have
experienced or witnessed a life-threatening event and reacted with intense fear, helplessness, or horror. The
traumatic event is persistently re-experienced (e.g., distressing recollections), there is persistent avoidance of
stimuli associated with the trauma, and the victim experiences some form of hyper-arousal (e.g., exaggerated
startle response). These symptoms persist for more than one month and cause clinically significant impairment in
daily functioning. When the disturbance lasts a minimum of two days and as long as four weeks from the
traumatic event, Acute Stress Disorder may be a more accurate diagnosis.
It has been suggested that responses to traumatic experience(s) can be divided into at least four categories (for a
complete review, see Meichenbaum, 1994). Emotional responses include shock, terror, guilt, horror, irritability,
anxiety, hostility, and depression. Cognitive responses are reflected in significant concentration impairment,
confusion, self-blame, intrusive thoughts about the traumatic experience(s) (also referred to as flashbacks),
lowered self-efficacy, fears of losing control, and fear of reoccurrence of the trauma. Biologically-based
responses involve sleep disturbance (i.e., insomnia), nightmares, an exaggerated startle response, and
psychosomatic symptoms. Behavioral responses include avoidance, social withdrawal, interpersonal stress
(decreased intimacy and lowered trust in others), and substance abuse.
The process through which the individual has coped prior to the trauma is arrested; consequently, a sense of

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helplessness is often maintained (Foy, 1992). Physical abuse includes pushing, hitting, slapping, choking, using
an object to hit, twisting of a body part, forcing the ingestion of an unwanted substance, and use of a weapon.
Sexual abuse is defined as any unwanted sexual intimacy forced on one individual by another. It may include
oral, anal, or vaginal stimulation or penetration, forced nudity, forced exposure to sexually explicit material or
activity, or any other unwanted sexual activity (Dutton, 1994). Compliance may be obtained through actual or
threatened physical force or through some other form of coercion.
Psychological abuse may include derogatory statements or threats of further abuse (e.g., threats of being killed
by another individual). It may also involve isolation, economic threats, and emotional abuse.
2.4.6. Long-Term Effects of Domestic Violence on Women and Children
The long term effects of domestic violence have not begun to be fully documented. Battered women suffer
physical and mental problems as a result of domestic violence. Battering is the single major cause of injury to
women, more significant that auto accidents, rapes, or muggings. In fact, the emotional and psychological abuse
inflicted by batterers may be more costly to treat in the short-run than physical injury. Many of the physical
injuries sustained by women seem to cause medical difficulties as women grow older. Arthritis, hypertension and
heart disease have been identified by battered women as directly caused or aggravated by domestic violence
suffered early in their adult lives.
Battered women lose their jobs because of absenteeism due to illness as a result of the violence. Absences
occasioned by court appearances also jeopardize women's livelihood. Battered women may have to move many
times to avoid violence. Moving is costly and can interfere with continuity of employment. Battered women
often lose family and friends as a result of the battering. First, the batterer isolates them from family and friends.
Battered women then become embarrassed by the abuse inflicted upon them and withdraw from support persons
to avoid embarrassment. Some battered women are abandoned by their church when separating from abusers,
since some religious doctrines prohibit separation or divorce regardless of the severity of abuse.
Many battered women have had to forgo financial security during divorce proceedings to avoid further abuse. As
a result they are impoverished as they grow older. One-third of the children who witness the battering of their
mothers demonstrate significant behavioral and/or emotional problems, including psychosomatic disorders,
stuttering, anxiety and fears, sleep disruption, excessive crying and school problems. Those boys who witness
their fathers' abuse of their mothers are more likely to inflict severe violence as adults. Data suggest that girls
who witness maternal abuse may tolerate abuse as adults more than girls who do not. These negative effects
maybe diminished if the child benefits from intervention by the law and domestic violence programs.
The tragic reality is that anytime a mother is abused by her partner, the children are also affected in both overt
and subtle ways. What hurts the mother hurts the children. When a mother is abused, the children may feel guilty
that they cannot protect her, or that they are the cause of the strife. They may themselves be abused, or neglected
while the mother attempts to deal with the trauma. The rate of child abuse is 6-15 times higher in families where
the mother is abused.
Children get hurt when they see their parents being yelled at, pushed, or hit. They may feel confusion, stress,
fear, shame, or think that they caused the problem. Children grow up learning that it's okay to hurt other people
or let other people hurt them. A third of all children who see their mothers beaten develop emotional problems.
Boys who see their fathers beat their mothers are ten times more likely to be abusive in their adult intimate
relationships.
Children may exhibit emotional problems, cry excessively, or be withdrawn or shy. Children may have difficulty
making friends or have fear of adults. Children may suffer from depression and excessive absences from school.
Children may use violence for solving problems at school and home. Children may be at greater risk of being a
runaway, being suicidal, or committing criminal acts as juveniles and adults. Children who are experiencing
stress may show it indifferent ways, including difficulty in sleeping, bedwetting, over-achieving, behavior
problems, withdrawing, stomach aches, headaches and/or diarrhea.
Children who grow up in violent homes have much higher risks of becoming drug or alcohol abusers or being
involved in abusive relationships, as a batterer or a victim. Children do not have to be abused themselves in order
to be impacted by violence in the home. The only answer to this problem is to treat domestic violence for what it
is - a crime. We must fight the societal values that reinforce the stereotypes that encourage men to act
aggressively and use violence to solve problems; that women are weak and submissive and should accept male
dominance as the norm.
Children must be taught at an early age non-violent conflict resolution. In homes where domestic violence
occurs, fear, instability, and confusion replace the love, comfort, and nurturing children need. These children live
in constant fear of physical harm from the person who is supposed to care for and protect them. They may feel
guilt at loving the abuser or blame themselves for causing the violence. Based on interviews with children in
battered women's shelters, 85% of children had stayed twice with friends or relatives because of the violence,
and 75% over the age of 15 had run away at least twice. Children in homes where domestic violence occurs are

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physically abused or seriously neglected at a rate 1500% higher than the national average. Boys who witness
family violence are more likely to batter their female partners as adults, and girls who witness their mother's
abuse have a higher rate of being battered as adults. These common sense observations are fact, not myth.
2.5 What Caregivers, Parents and Teachers can do
2.5.1 Establishing a Common Practice Framework for Work in Early Childhood, Domestic Violence,and Poverty
Poverty clearly affects the incidence of domestic violence: low-income women are more than 2.5 times more
likely to be abused than their higher income counterparts (Jenkins, 2003). Although the recent National Violence
Against Women Survey, a representative sample of 8,000 women and 8,000 men, found that rates of violence
differ among ethnic groups—for example, 15% of Asian and Pacific Islander women reported physical and
sexual assault or stalking during their lifetimes, while 24.8% of white women, 37.5% of Native American and
Alaskan Native women, and 29% of African American women did—most studies suggest that these racial/ethnic
differences can be largely explained by income. Researchers highlight the fact that low-income men who batter
are much more likely to face multiple stressors such as unemployment, racial discrimination, or the loss of status
due to immigration.
All low-income families struggle with limited material resources and related hardships. But families struggling
with domestic violence and poverty are likely to have more needs than other families: battered women and their
children may require protection; men who batter may find themselves facing legal and social service
interventions; families will need increased economic resources to survive, and children will require financial
stability and emotional comfort. All those who work directly with children and families affected by poverty and
domestic violence need to be responsive to these circumstances as well as to the cultural ways in which family
members define and most comfortably solve problems. Further, although no single community agency can
provide a comprehensive array of the needed responses, collectively, communities can embrace a common
vision and work together, across institutional boundaries, to implement this vision as fully as possible. This
vision includes the following five elements of a common practice framework.
2.5.2.Young children and theircaregivers need tobe safe.
Domestic violence is a pattern of assaultive and coercive behaviors—including physical, sexual, and
psychological attacks, and economic coercion—that an adult uses against an intimate partner. This pattern of
serious assault is most typically exercised by men against a female partner and sometimes against their children.
These assaults are often repetitive and continuous and may leave women and children feeling dazed and bereft.
In the face of abuse and assaults, a battered woman with children often confronts two kinds of difficult decisions.
First, how will she protect herself and her children from the physical dangers posed by her partner? Sometimes,
however, a second kind of risk threatens her more: how will she provide for her children? If, for example, a
woman decides to leave her partner to protect herself and her children, where will she find housing and money to
feed her family? Who will take care of the children if she must work and her partner is no longer there? This
second set of social and economic risks is central to each battered woman's calculation of her children's safety.
Leaving her relationship does not guarantee the elimination of these risks; in fact, it may make them worse
(Davies, Lyon, & Monti-Catania, 1998; National Council of Juvenile and Family Court Judges,1999).
For women who have immigrated to the United States, these life-generated risks are often further complicated,
especially if their families are poor. What will they do if they have no access to governmental benefits such as
welfare or food stamps? What if they cannot speak English, are without money, and in physical danger? Will
authorities care about them or their children, or will their families experience discriminatory treatment when they
seek help? And what will the authorities do to their partners (National Council of Juvenile and Family Court
Judges, 1999)? In addition, many immigrant women and women of color fear ostracism from their own
communities if they speak up about the violence, seek help to stop it, or expose their partners to potentially
damaging interventions by the police or courts.
Many people frequently raise the question, "Why do battered women stay in their relationships when abuse
places them and their children in harm's way?" This question reflects a misunderstanding of the way abused
women weigh risks and make decisions. Battered women's questions are more thoughtful and complete, such as
the following: "If I leave, will my partner get so angry that he will kill me and the children?" "Should I leave and
make my kids live in poverty or in a more dangerous neighborhood?" (National Council of Juvenile and Family
Court Judges, 1999). "Will my children ever see their father again if I call the police or go to court for my own
protection?" "What should I do if I want them to have a relationship with their father?" Most battered women
care deeply about their children's safety and try to protect them from physical assaults and from poverty
(National Council of Juvenile and Family Court Judges, 1999). In the face of ongoing fear and threats, many
women try valiantly to shield their children during attacks and to nurture them in their aftermath. They also plan
strategies to help their partner stop the violence—they reason with him, ask family members to talk to him, call
the police, request a clergyman's help—yet their strategies are not always successful. Creating safety requires
that communities also try to eliminate the two sets of risks—physical and material—that children and their

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mothers face. In fact, children's safety and security are often dependent on making their mother safe.
At the same time, it is also important to recognize the complexity of family relationships, and that in many
families the ties to the batterer continue. Over the last twenty-five years, communities across the United States
have developed a combination of legal sanctions and social services, such as batterer intervention projects, to try
to simultaneously insure that men who batter are held responsible for harming family members and that they
receive help for stopping the behavior. Increasingly, community providers are being urged to pay attention to the
man who batters and to work collaboratively across agencies so that he, and not his partner, is held responsible
for the effects of violence on children, and so that he receives timely interventions to change.
2.5.3. Young children need to experience warm, supportive, nurturing relationships with their parents and with
othercaregivers.
According to a recent and remarkable synthesis of developmental and neuroscientific literature, the earliest
relationships between young children and those who are closest to them provide the "active ingredients" for how
children develop emotionally and cognitively (Shonkoff & Phillips, 2000). This report makes it clear that those
who provide primary care to young children have an especially potent influence on their early development.
Using data about early brain and psychological development, the research shows how, through these earliest
relationships, young children learn to trust others, to manage emotions, and to explore their worlds in positive
ways. It also cautions that the early years can be a time of vulnerability, particularly for young children exposed
to poverty and other risk factors. For these children, the research is clear that the more demographic and
psychosocial risk factors to which they are exposed, the more likely it is that their development will be
compromised.
These findings underscore the importance of community providers in supporting a child's primary caregivers,
usually the mother and other family members, as they try to build healthy and strong relationships with the child.
The people with whom the child has the closest relationships are often, although not always, in the best position
to help the child cope with difficult experiences. But those closest to the child are likely to need assistance in
knowing how best to do this. Childcare providers, pediatricians, family workers, and children's advocates are all
in a position to help parents and others understand how important they are to their children and how best to
support them. When community providers ensure that parents have access to these supports, they are creating
building-blocks for strong and healthy relationships between parents and their young children. Community
providers also are key to ensuring that young children have age-appropriate opportunities outside the family.
These experiences matter: their impact is obvious in the young child whose vocabulary rapidly expands in the
context of a well-run shelter childcare program, or in the infant and parents whose relationship turns a corner and
starts to thrive with the support of an Early Head Start program.
2.5.4. Young children and their families need to have their basicneeds met.
Common sense tells us that poverty and economic hardship (e.g., being hungry, or homeless) are not good for
people in general and children in particular. Research tells an even more compelling story. Poverty, as suggested
earlier, contributes to a wide range of negative outcomes for children. But research also suggests that the timing
and depth of poverty make a difference. Poverty in early childhood, for example, appears to be more harmful
than poverty at other ages, particularly in terms of cognitive development (Duncan, Yeung, Brooks-Dunn, &
Smith, 1998). Research is also deepening the understanding about the impact of changes in family income on
child development. For example, research suggests that when family income increases, controlling for any other
changes, young children's performance on social, emotional, and cognitive indicators improves (Dearing,
McCartney, & Taylor, 2001).
In trying to understand the impact of income on developmental outcomes, researchers are focusing on two
explanations (Cauthen, 2002). First, poverty limits financial investments that parents can make in their
children—both to meet basic needs and to create an enriched learning environment. Second, inadequate material
resources may create higher levels of stress and even depression in parents that in turn affect their parenting
behaviors in negative ways (Yeung, Linver, & Brooks-Gunn, 2002). Those working with young children and
families cannot solve the problems of poverty, but they are in a position to ensure that both caregiving and non-
caregiving parents have access to all benefits to which they are entitled, as well as to local opportunities that will
promote their economic security. Focusing on financial strategies can help ensure that women and children are
not trapped in violence because of their economic circumstances. Similarly, focusing on economic issues with
men who batter may also have a positive impact, particularly on domestic violence recidivism rates, which are
highest among those who are unemployed.
2.5.5. Young children and families need to encounter service systems that are welcoming and culturally respectful and service
providers with the cultural knowledge, skills, and attitudes to help them.
Although the majority of poor families in the United States are white, the United States is now a country with
many diverse communities of color. In fact, over the last several decades, the United States has become a
country with an ever-increasing mix of cultures. The U.S. Census 20002
revealed that more than 12% of

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respondents reported their race as Black or African American; an additional 12% reported themselves as
Hispanic; 1% described themselves as American Indian or Alaskan Native; and almost 4% categorized
themselves as Asian or Pacific Islander. Obviously, the differences within individual racial and ethnic groups are
also many. Over 40 ethnic groups are represented in the Asian and Pacific Islander population, with many of
them—Chinese, Japanese, and Filipino populations, for example—having lived in this country for generations,
and others, such as the Hmong, Laotian, and Vietnamese, arriving more recently and bearing burdens due to
displacement and war. The differences in income, educational attainment, language proficiency, and immigration
status are enormous within this population (Yoshihama, 2003). The same is true for Latinos in the United States,
who come from over 20 Latin American, Caribbean, and European countries. Although, psychological
consequences of domestic violence seem to be similar, for all women (Jenkins, 2003), victims from different
races and ethnic groups may explain and experience battering in very different ways. For example, some
Southeast Asian women may be abused not only by their husbands but also by their in-laws and other extended
family members. These women may need help to deal with multiple abusers. The help or services that women
prefer may also vary considerably across ethnic and racial groups and even within them. Because African
American women and Latinas understand discrimination first-hand, their explanations and solutions for their
partners' violence may include removing structural barriers for the men, such as unemployment and harsh
criminal justice responses (Jenkins, 2003; Perilla, 2003). In this regard, they may be similar to other groups of
women of color who, facing family violence, want to protect themselves and their communities from outside
criticism and build interventions for the entire family. For women who are in the United States illegally or whose
immigration status depends on a United States citizen, calling the police for protection may lead to loss of their
status, deportation, or incarceration.
Hence, helping these women and their children is even more complex than in some other circumstances. What
all women share is that, as they seek assistance, individuals also want to feel respect and support for their ethnic
traditions and cultural values as well as for other significant aspects of themselves, such as their sexual
orientation. Interventions need to support and use the cultural framework of clients without unwittingly
encouraging women to endure abuse. For example, some women will seek services only if they know that their
children and partner will also receive help. Other women may prefer that no one in their community or family
know about their help seeking. For still other women the idea of seeking shelter or leaving their partner is an
unimaginable proposition, but they do want to be safe. Yet, for still other women, calling the police to stop an
assault or warn an abuser may be exactly what they want. These differences highlight the need to support a range
of responses and individualized solutions to domestic violence, while at the same time understanding larger
cultural patterns.
From a community provider perspective, the ethnic and cultural diversity of families facing poverty and
domestic violence poses significant challenges. Staffs that look like the families, speak their language,
understand their spiritual and cultural background, and can talk about safety with an appreciation for the
complexities of those conversations can make a big difference, but even agencies that do not have this can
become more responsive. However, it requires a commitment. To do this multicultural work well, agencies must
carry out a careful assessment of their mission, policies, hiring procedures, services, staff supervision, budgets,
and resources that are provided for training in cultural competence. Above all, they must be prepared to learn
from their resourceful clients.
2.5.6. Young children and their families should be able to receive early, strengths-based interventions to help them avoid the
harmful consequences of domestic violence and to reduce the likelihood of entry into the child protection and,
ultimately, juvenile court systems.
Emerging developmental knowledge makes a strong case for early intervention that helps children and families
experiencing multiple risk factors. Adults need assistance in meeting safety and basic needs. Some adults may
also need help to repair or prevent damaged parent-child relationships and to promote positive parenting.
Children need access to health care, developmental screening, high-quality early childhood programs, and, if
necessary, specialized services (Knitzer, 2000). Recent research findings on specialized interventions for
children who have experienced domestic violence are promising. A review of the findings from 15 projects
showed that children who participated in groups or in mother-child dyadic interventions showed significant
gains: these children reduced their use of aggressive behaviors, experienced a decrease in their anxious and
depressive behaviors, and improved their social relationships with peers (Graham-Bermann, 2001).
Strengthening the focus on early intervention for young vulnerable children and their families is especially
critical because, in the absence of specific attention to early intervention services, community providers are more
likely to believe that their only alternative, and/or obligation, is to refer a family experiencing domestic violence
to Child Protective Services (CPS) or to the police. Such referrals become the default option. CPS certainly has
an important role to play for those children at serious risk of harm. If Child Protective Services, however, is the
only assistance available, many families will avoid seeking services, fearful that their disclosure of violence will

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lead to removal of their children.
Although most reports to CPS do not end in removal, reports to protective services have skyrocketed in recent
decades, and the number of children in foster care has doubled in the past twenty years. Infants and toddlers now
comprise the fastest growing age group in the child welfare population. Fears of CPS involvement are especially
pronounced in communities of color. For example, Native American families have a long history of losing their
children to boarding schools and to white families. African American children currently make up nearly one-half
of the foster care population, although they constitute less than one-fifth of the nation's children. The racial
disparity in outcomes—African American children, for example, also spend much more time in foster care than
other children—creates great pain for families as well as distrust and suspicion of public agencies (Roberts,
2002). Therefore, responsive early interventions that can prevent unnecessary placement have powerful, long-
range, and positive consequences.
Similar fears are voiced about the involvement of the criminal justice system, although many low-income
women use this system to protect themselves and their children. A recent review of the issues facing Asian and
Pacific Islander battered women points to their reluctance to report their victimization to the authorities because
they fear insensitive treatment and because they do not wish to subject their partners to discrimination by social
institutions (Yoshihama, 2003). These concerns about protecting men from systemic discriminatory treatment
are similar to those voiced in the African American community, where almost 13 percent of Black men between
the ages of 25 and 29 are in prison or jail on any given day (Harrison & Karberg, 2003). Although the police,
courts, and child protective services can be life-saving for battered women and their children, many families are
also torn about using them. The development of earlier interventions for domestic violence and poverty at
various locations within a community, and of a more comprehensive continuum of responses, would create far
more safety alternatives for families and help them avoid involvement in more coercive systems.
Children learn from what they see. To prevent violence, parents and teachers need to model appropriate
behaviours in the way they manage problems, conflict, anger and stress. Parents, teachers and other care givers
can help children learn to deal with emotions without using violence. They also can practise specific steps to
prevent violent behaviour. The America Academy of Paediatrics and the American Psychological Association
(1995) provide suggestions to help parents and the other caregivers reduce violence:
• Give consistent love and attention – every child needs a strong, loving relationship with a caring
adult to feel safe and secure, and to develop a sense of trust
• Ensure that children are supervised and guided – they learn important social skills by interacting
with others in well supervised activities unsupervised children often have behavioural problems
that can lead to violence
• Model appropriate behaviours – children learn by example. Discuss problems with them and help
them learn non-violent solutions to conflict and problems.
• Do not hit children – physical punishment sends the message that it is acceptable to hit others to
solve problems. Non physical methods of discipline to help children deal with their emotions and
teach them peaceful ways to handle conflict and problems.
• Be consistent with rules and discipline – child need structures for their behaviours, including
clearly stated, logically consequences for not following the rules.
• Try to keep children away from exposure to too much violence in the media – limit television time,
and talk to the children about the violence they see in movies on TV, and in video games. Help
them understand how painful violence is in real life and discuss its serious consequences.
• Teach children ways to avoid being victims of violent acts – stress personal safety, including what
to do if anyone tries to hurt them.
• Take care of yourself and be connected with your community – stay involved with family, friends
and neighbours. Take pride in your community, and the proactive in helping to keep it safe.
The ECDE managers, teachers and caregivers have an opportunity to specifically address violence prevention in
Early Childhood. The following violence prevention methods are suggested:
• Offer parents classes that deal with effective parenting and child development
• Conduct training for parents, expectant parents, and those who work directly with young children. Life
skills that can be addressed include specific violence prevention skills (e.g. empathy, gentle touch,
anger management, impulse control, conflicts resolution and learning how set and enforce limited,
stress management and positive copying techniques; problem solving and communication.
• Provide educational opportunities concerning the prevention of shaken baby syndrome. Show parents
and care givers how to recognise their emotional “triggers” (when they feel they are about to lose
control), and teach them anger management and coping techniques for self control.
• Send home – tip sheets or includes in family newsletters that deal with topics related to violence

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prevention, including shaken baby syndrome stress management and communication. A list of
preventing resources and hotline numbers can also be included.
• Teach children at early age that feeling are normal – even feeling of anger or hurt; however, violence is
not an acceptable method for expressing anger , frustration, and other negative feelings.
• Be vigilant, positive role model
2.6 Conclusion
As Pransky (1991) explains, “our behaviours are shaped by conditions in our environment, particularly as we
grow. This is the essential piece to the puzzle. The way our children are treated within their important
environment largely determine the shape, they will be in and how they will behave” (p7). All people are
stakeholders in the guest to prevent violence in the critical early years. All children deserver the opportunity to
“fly” and reach their highest potential – we must not allow them to become “hidden casualties”.
2.7 Chapter Summary
This chapter surveyed the general and specific literature related to the study. It addressed the causes,
relationships and effects of domestic violence on learning of ECDE children. The chapter outlined the
intervention measures that could be taken by parents, teachers, care givers and the state to reduce the occurrence
of domestic violence in the children’s environment.
RESEARCH DESIGN AND METHODOLOGY
3.0 Introduction
This chapter focused on the design and the methodology, procedures and modalities used in data collection. It
covers research design, area of study, the target population, determination and identification of the sample size
and the sampling procedure, the instruments of data collection; piloting of research instruments, the reliability
and validity, administration of research instruments and data analysis procedures.
3.1 Research design
The design adopted for this study was descriptive survey research. Cohen and Marion (2000) states that, the
intention of a survey research is to collect data at a particular point in time and use it to describe the nature of
existing conditions. Kerlinger (1978) adds that surveys are useful for educational fact-finding and provide a great
deal of information that is accurate. Through descriptive survey, Kerlinger says: views, opinion, attitude and
suggestions for improvement of educational practice have been collected. The researchers chose this design
because of the nature of investigation he intended to carry out that is, investigating factors of domestic violence
and their effects on learning in the ECDE centres in Lugari District.
3.2 The area of the study
The study was carried out in Lugari district. There are three administrative divisions with its headquarters at
Lumakanda. These are: Likuyani, Lugari, and Matete divisions found in Western Province, Kenya. It lies to the
North of Great Northern corridor road which is also called Kenya- Uganda Road which forms part of the
boundary of the district.
Lugari is bordered by Uasin Gishu district to the south, Trans Nzoia East to the east, Bungoma North to the
North and Bungoma East to the west. It is about 20 km from Eldoret town and about 5km from Webuye town.
The district is cosmopolitan with most communities of Kenya residing there. It has a fair road (feeder) network
which may be impassable during the rainy season. The district is mainly agricultural with the growing of maize,
coffee, sunflower, harvesting of tress for Pan Paper Mills as the main economic activities. The researcher chose
the district because:
• The researcher was born and brought up in Matete division and was convinced he would be able to
identify homes that experience domestic violence to both women and children.
• The researcher had taught in Likuyani for 20years was convinced he would be able to identify homes
that are prone to domestic violence. He had also worked as a DICECE officer for four years in Lugari
division which gave him an amble time to identify the victims of domestic violence.
3.3 The Target Population
The study population from where the sample was planned consists of a residents population of 308,000 people
(Department of statistics, Lugari district 2008)There are 150 ECD centres with a population of 5530 learners in
the ECD and centres .Their are 230 teachers in the ECD centres (D.E.O’s office, statistics ,March 2010).There
are 10 chiefs in the district from which the chief’s sample was drawn. The church elder’s sample was drawn
from 10 distinguishable churches identified across the district (Dept of Social services, Lugari district March
2010)
3.4 The Sampling Procedure and the Sample Size
After ascertaining the reliability of the research instruments the researcher stratified the sampled population into
children, teachers, chief and church elder respectively .Then he used simple random sampling to select 15 ECDE
centres for the study. The study involved 15 ECDE teachers, one teacher from each of the sampled ECDE

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centres .The researchers used the same technique to identify 60 teachers,4 learners from each ECDE centre .The
60 learners had been purposively sampled to get children from domestically violent environment. The chief was
included in the sample to reinforce the fact that some homes within their areas of jurisdiction had elements of
domestic violence. The church elder was involved in the study to confirm ordeny the fact that there was domestic
violence in homes whose children and women came to hisher church purposively sampling was used because
the respondents were the only ones that is the children from homes with domestic violence.
3.5 Data Collection Instruments
3.5.1 Questionnaire
The researcher prepared a balanced pre-coded questionnaire with closed –ended questions were designed in the
light of the study objectives. The questionnaire was gather data that would solicit information about the
respondents awareness towards domestic violence .Cohen and Manion (2000) indicate that the use of
questionnaire is the best form of survey in carrying out an educational inquiry .In preparing questionnaire
,clarity, relevance to content ,purpose, reliability, the length of question and sequencing was considered .The
questionnaires were prepared and administered to 15 ECDE teachers in 15 ECDE centres selected for the study.
Each question in the questionnaire had options to choose from by the respondents. However, this method has a
limitation of non-responses (Kerlinger, 1978).This was minimized in this research by delivering and collecting
the entire questionnaire by the researcher personally the same day.
3.5.2 Interview Schedule
An interview schedule was prepared for the ECD teachers. The researcher prepared the form of unstructured
interview guide to enable him for mine information from the respondents. The use of an interview schedule
would enhance in-depth interaction to extract more sensitive and personal information .The information obtained
was meant to supplement or confirm findings that were observed or deduced from the observation schedule and
the questionnaire. The interview consisted of open questions and elicits the following information: - awareness
of domestic violence, behaviours exhibited by children from domestic violence, environment, performance of
such, learners and their suggestions to help curtail domestic violence
3.5.3 Observation Checklist.
The researcher used the learner’s observation schedule to verify the responses from the questionnaire .The data
related to the observable behaviours exhibited by children who had experienced domestic violence at home and
were at the ECD centres. The observation technique provided a conceptually adequate analysis of child life
based on factual recording and description (Stubbs, 1976).The observation matrix modified to suit the study was
designed to record the information, which was coded for scoring and subsequent interpretation.
3.6 Piloting of Research Instruments.
A pilot study was conducted in Ndalu zone after the researcher had obtained a research permit from the Office of
the President and clearance from the D.E.O, Lugari district. The pilot was the conducted S ECDE centres
involving 5 ECDE teachers and 10 learners. The observation, interview and questionnaire schedules were tested
through the test re-test method.
The data form the pilot study was analysed and interpreted with reference to the research objectives and
questions. This was intended to find out whether there were any problems in framing the questions and find out
deviations that would occur when recording events during the learners observation. It was found that the
instruments were reliable and valid. Having ascertained from the pilot study that the objectives were tenable, the
researcher proceeded on the actual data collection.
3.7 Validity and Reliability of Research Instruments
3.7.1 Validity
The researcher tested the research instruments outlined to establish how accurately the data obtained in the pilot
finding represented the variable of the study. There was a true reflection of the variable meaning that the
inferences based on such data will be accurate and meaningful. This was done by consulting the subject experts
and specialists in the department of curriculum, Instruction and Educational Media, School of Education, Moi
University. The suggestions from experts were used in making the necessary improvements of the instruments,
especially the observation Schedule.
3.7.2 Reliability.
Reliability has been described by Kerlinger (1978) as the accuracy or precision of a measuring instrument .In
research context, it means the instrument is dependable, stable, consistent, predictable and accurate. Mugenda
(1999) describes reliability as a measure of degree to which a research instrument fields consists results on data
after repeated trials .To test whether the questionnaire, interview schedule and the observation schedules were
reliable. The researcher piloted them in Ndalu zone in 5 ECDE centres to the actual research. The reliability was
established through the test re-test method for the questionnaire and the observation schedule.
The researcher then used the person’s period performance to calculate the correlation co-efficient .Cohem and
Manion (2000) ascertain that a reliability co-efficient ranging from 0.65 to 0.85 is considered accurate enough

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for purposes of research. The questionnaire and the observation schedule were administered separately, coded
and scored. They scored a consideration co-efficient of 0.83 and 0.73 respectively. The instruments were
therefore reliable enough for the purpose of this study.
3.8 Research Variables
For this study, battery, abusive language, exposure to immorality, harsh conditions for example, being locked out
at night, being denied food, exposure to violent scenes for example, parents and siblings fighting and others
formed the independent variable, and alongside domestic violence were the family and culture as part of the
independent variables. These formed part of the independent variables because they have an effect on learning.
The dependent variables in the study were the aspects of learning namely; attendance, response to instructions,
mixing with others, grooming, completion of class assignments and academic performance.
3.9 Administration of Research Instruments
The researcher sought permission to carry out research from the Ministry of Education, the District
Commissioner, Lugari and the District Education Officer, Lugari District, before undertaking the research
.Afterwards, the researcher finally visited the schools selected to get permission from the head teacher to carry
out the study in their schools. The researcher then visited the schools a second time to collect data using the
research instruments as outlined below.
3.9.1 Administration of the Questionnaire
The researcher administered the research questionnaire to teachers selected for the study during the second visit
to the schools. The respondents were expected to complete the questionnaire and hand them over to the
researcher the same day. This was to minimize the chances of non-re spouses from the participants. The
information collected compared with the data collected during the learners’ observation and interview schedule
and this was expected to provide a comprehensive view of the impact that domestic violence has in the learning
of children in ECDE Centres.
3.9.2 Learners’ Observation Schedule
The observation exercise took a week in the selected ECDE centres .The researcher having identified four (4)
learners in each centre, prepared and rehearsed Research Assistants to help in the exercise for a week. This was
necessary to save time and avoid confusion in the course of the observation. The checklist included all that was
desirable and recording was after the desired variable was observed to be consistent.
3.9.3 Conducting the Interview
The researcher conducted the interview himself after the teacher was made aware of how to participate in the
interview. This was done by creating an atmosphere of trust and confidence .This was taken in a place of the
selected teacher’s choice where this particular teacher would be told the purpose of the research and assumed of
confidentiality of any collected data. The interviewer formed questions that aimed at finding specific information
.He scored all the responses by taking notes or writing down the answers that the respondents gave. The data
obtained from the interview schedule was used to verify the data received from the questionnaire and the
observation schedule
3.10 Ethical Considerations
It was prudent that the researcher seeks and obtains permission from the office of the President, Ministry of
Education, The District Commissioner and District Education Officer, Lugari District and be dully cleared to
conduct study in the District. The study entailed observing children from homes with domestic violence in the
course of its implementation It thus implied getting permission from the parents to have them interviewed or
observed .Confidentiality was a serious ethical issue that was observed given that part of respondents gave
personal opinions which required protection. The researcher obtained an introduction letter from the university
as part of the ethical procedure. The researcher visited the schools selected for the study and sought permission
to undertake the study in these schools.
3.11 Chapter Summary
The chapter focused in various details concerning the research design and the methodology the study employed
.By doing so, details on the specific study area and the target population had been given. The details about the
each research tool and how it was used to obtain data have also been described. The data obtained through these
methods was presented, analyzed and interpreted as shown in Chapter four.
DATA PRESENTATION, ANALYSIS, INTERPRETATION
4.0 Findings of the study
4.1 Introduction
This chapter consists of presentation, analysis and interpretation of data obtained using the questionnaire and the
observation checklist. The two instruments were used complimentarily, that is each was used to compliment and
verify the information obtained from the other. The data which was collected to establish the factors of domestic

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violence and effects on learning in ECDE centres is presented descriptively using frequency tables and graphics
for purpose of illustration the respondents involved in this study were 15 ECDE teachers, 60 ECDE learners 1
Chief and 1 Church elder in Lugari District.
The chapter is divided into three (3) parts each consisting of data presentation, analysis and interpretation. The
first part is background information of the sample schools, teachers, gender, age and teaching experience. The
second part presents the results from questionnaires which were completed by the teachers, chiefs and church
elder. The questionnaires sought to find out the respondent to views on factors domestic violence and their
effects on the learning of ECDE Children. The third part presents the information obtained after children in
school. The children selected had experienced domestic violence in their homes. The checklist had specific
aspects of behaviours that the children exhibited .The data was presented, analysed and interpreted in the context
of objectives.
The information solicited from these instruments was meant to answers the following research questions:-
1. What are the possible causes of domestic violence on children?
2. What are the effects of domestic violence to children at the ECDE centres?
3. What is the academic performance of children who have experienced domestic violence?
4. What are the possible solutions to children from domestic violence environment?
4.2 Background Information
The respondents background information which include the gender, age, occupation, teaching experience were
summarised in table 4.1 The gender of the respondents comprised of 58.8% female and 41.2% male. The ages
of the respondents during the study varied significantly as shown in table 2. Majority (35.3%) aged between 21-
25 years, those who were aged between 26-30 years comprised of 23.5%, and those who were aged 31-35 years
comprised of 17.6%. Those who were aged between 36-40 years and above 40 years consist of 11.8%. The
occupation of most of the respondents (82.4%) comprised mainly of teachers; 11.8% consists of religious
leaders while the least 5.9% were administrators. The experience of teachers varied significantly during the
study as summarized in table 4. 35.3% of the teachers had 7-9 years experience; 29.4% had 4-6 years
experience, while 17.6% had 1-3 years experience as well as to those who had above 10 years experience.
Table 4.1 Background Information of Respondents
Background
Information
Variables
Freq Percent
Cumulative
Percent Mean
Std.
Deviation
Gender Male 7 41.2 41.2 1.5882 .50730
Female 10 58.8 100.0
Total 17 100.0
Age 21-25 years 6 35.3 35.3 2.4118 1.41681
26-30 years 4 23.5 58.8
31-35 years 3 17.6 76.5
36-40 years 2 11.8 88.2
> 41 years 2 11.8 100.0
Total 17 100.0
Occupation Teacher 14 82.4 82.4 1.2941 .68599
Administrator 1 5.9 88.2
Religious leader 2 11.8 100.0
Total 17 100.0
Teacher
experience
1-3 years
3 17.6 17.6 2.5294 1.00733
4-6 years 5 29.4 47.1
7-9 years 6 35.3 82.4
> 10 years 3 17.6 100.0
Total 17 100.0
4.3 Causes of Domestic Violence to children
All the respondents interviewed were aware of the causes of domestic violence within the community. The
causes of domestic violence varied during the study as summarized in table 4.2. All the respondents (100%) of
the respondents were of the opinion that poverty within the society causes domestic violence. 76.5% were of the

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idea that domestic violence is caused by drunkard ness; 64.7% were caused by being unfaithful within the family
and the least 52.9% were caused by drug abuse.
From the study it showed that domestic violence is more likely to occur in cases where individuals experience
less wage-earning power. This is a case where the purchasing power of a family or of an individual is eroded to
an extent that the provision of the basic needs is compromised. The children in such homes experience the higher
exchanges between the parents over food, medication and clothing. It targets children because they are the
consumers of the basic needs. The parents and the guardians or the care givers extend their anger and frustrations
to the children or fight among themselves as children witness. The inability of parents and caregivers often lead
to fights in the presence of children or may see the anger displaced to the children. The findings of the study
agrees with the work of Elk Grove, 1998 who argues that substance abuse leads to out-of-control behaviour
which leads to secondary anger, which is an ineffective substitute for dealing honestly with emotions. The
children mostly bear the brunt of this emotional instability.
An environment where violence is taught by example or accepted as “normal” will imprint upon a child’s
psyche. A young boy may see his father come home from work drunk and angry, screaming at his mother. The
boy watches his mother attempt to please and placate his father’s drunken behaviour. The young boy is being
taught that violence gets results. He then develops own ideas about what makes a man. Most cultures treat
children as non-entities who should only be seen and never to be heard. Most wrongs committed in most homes
are explained in terms of children activities. It is normal for parents in Africa to shift their failed activities in
terms of children.
Table 4.2 Causes of Domestic Violence to Children
Causes of Domestic violence Frequency Percent
Yes No Yes No
Drunkenness (alcohol) 13 4 76.5 23.5
Drug abuse(non alcoholic) 9 8 52.9 47.1
Unfaithfulness 11 6 64.7 35.3
Poverty 17 0 100 0
4.4 Forms of Domestic Violence
The rating of forms of domestic violence was different amongst the respondents interviewed as shown in table
4.3 below. Exposure to immorality comprised of the highest rating of the forms causing domestic violence
followed by abusive language rated secondly high and the exposure to violent scenes were rated thirdly high.
The battery of children and exposure of children were rated the highest 41.2% low factor for the existence of
domestic violence. Exposure to violent scenes comprised of 17.6% and the use of abusive language comprised of
11.8% and the exposure to immorality were the least with 5.9%.
All forms of domestic abuse have one purpose: to gain and maintain control over the victim. Abusers use many
tactics to exert power over their spouse or partner. The form and characteristics of domestic violence and abuse
may vary in other ways. Types of male batterers identified by Holtzworth-Munroe and Stuart (1994) include
"family-only", which primarily fall into the common couple violence type, who are generally less violent and
less likely to perpetrate psychological and sexual abuse.
From the study physical abuse include hitting, slapping, punching, choking, pushing, and other types of contact
that result in physical injury to the victim. Physical abuse include behaviors such as denying the victim of
medical care when needed, depriving the victim of sleep or other functions necessary to live, or forcing the
victim to engage in drug/alcohol use against his/her will. It can also include inflicting physical injury onto other
targets, such as children or pets, in order to cause psychological harm to the victim, U.S Department of Justice
(2007).
Emotional abuse includes forceful efforts to isolate the victim, keeping them from contacting friends or family.
This is intended to eliminate those who might try to help the victim leave the relationship and to create a lack of
resources for them to rely on if they were to leave. Isolation results in damaging the victim’s sense of internal
strength, leaving them feeling helpless and unable to escape from the situation.
People who are being emotionally abused often feel as if they do not own themselves; rather, they may feel that
their significant other has nearly total control over them. Women or men undergoing emotional abuse often
suffer from depression, which puts them at increased risk for suicide, eating disorders, and drug and alcohol
abuse. Verbal abuse is a form of abusive behavior involving the use of language. It is a form of profanity that can
occur with or without the use of expletives. While oral communication is the most common form of verbal

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abuse, it includes abusive words in written form.
Table 4.3 Forms of Domestic Violence
Rating Forms of Domestic Violence Very high High Low
Freq % Freq % Freq %
Battery of children 1 5.9 9 52.9 7 41.2
Abusive language 4 23.5 11 64.7 2 11.8
Exposure to immorality 4 23.5 12 70.6 1 5.9
Exposure to violent scenes 4 23.5 10 58.8 3 17.6
Exposure to harsh environment 3 17.6 7 41.2 7 41.2
4.5 Effects of Domestic Violence
The effects of domestic violence were viewed differently by the respondents as shown in table 4.4. Poor
performance consists of 94%; dropping out of school comprised of 88.2%, cases of indiscipline 58.8% and brain
damage 11.8%.
The tragic reality is that anytime a mother is abused by her partner, the children are also affected in both overt
and subtle ways. What hurts the mother hurts the children. When a mother is abused, the children may feel guilty
that they cannot protect her, or that they are the cause of the strife. They may themselves be abused, or neglected
while the mother attempts to deal with the trauma. The rate of child abuse is 6-15 times higher in families where
the mother is abused. Children get hurt when they see their parents being yelled at, pushed, or hit. They may feel
confusion, stress, fear, shame, or think that they caused the problem. Children grow up learning that it's okay to
hurt other people or let other people hurt them. A third of all children who see their mothers beaten develop
emotional problems. Boys who see their fathers beat their mothers are ten times more likely to be abusive in
their adult intimate relationships.
Children may exhibit emotional problems, cry excessively, or be withdrawn or shy. Children may have difficulty
making friends or have fear of adults. Children may suffer from depression and excessive absences from school.
Children may use violence for solving problems at school and home. Children may be at greater risk of being a
runaway, being suicidal, or committing criminal acts as juveniles and adults. Children who are experiencing
stress may show it indifferent ways, including difficulty in sleeping, bedwetting, over-achieving, behavior
problems, withdrawing, stomach aches, headaches and/or diarrhea.
Children who grow up in violent homes have much higher risks of becoming drug or alcohol abusers or being
involved in abusive relationships, as a batterer or a victim. Children do not have to be abused themselves in order
to be impacted by violence in the home. The only answer to this problem is to treat domestic violence for what it
is - a crime. We must fight the societal values that reinforce the stereotypes that encourage men to act
aggressively and use violence to solve problems; that women are weak and submissive and should accept male
dominance as the norm. Children must be taught at an early age non-violent conflict resolution.
In homes where domestic violence occurs, fear, instability, and confusion replace the love, comfort, and
nurturing children need. These children live in constant fear of physical harm from the person who is supposed
to care for and protect them. They may feel guilt at loving the abuser or blame themselves for causing the
violence.
Table 4.4 Effects of Domestic Violence on Children
Frequency Percent
Yes No Yes No
Indiscipline 10 7 58.8 41.2
Poor performance 16 1 94.1 5.9
Drop out from school 15 2 88.2 11.8
Brain damage 2 15 11.8 88.2
4.6 Behaviour of Children Who Have Witnessed Domestic Violence
The behaviour exhibited by children from families with domestic violence varied as shown in table 4.5 below.
82.6% of them withdraw, 70.6% were rude, 47% were truant, and 23.5% had immoral behaviour and the least
11.8% lack basic education. Domestic violence in the household is often accompanied by other major
developmental risk factors for children such as poverty, female-headed household and low education level of

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primary care giver. (Fantuzzo, Boruch, Beriama, Atkins, & Marcus, 1997)
Children living with domestic violence are at risk not only physically but also psychologically and emotionally.
First of all, children of battered women tend to be much more aware of the battering than their parents imagine.
(Groves, 1999) Children who witness domestic violence respond in a variety of ways. Some children remain
relatively unscathed from their experiences, whereas others reveal any of a range of psychopathology or
adjustment problems (Groves). Groves discusses factors that appear to affect children's responses to witnessing
domestic violence, such as what the child actually saw or heard; the child's temperament or personality; the age
of the child at the time(s) of exposure; the severity and chronicity of the violence; and the availability of adults
who can emotionally protect the child.
Maughan and Cicchetti (2002) argue that exposure to domestic violence indirectly affects child adjustment by
disrupting parent-child relationships and parenting practices. The negative changes in parenting that result from
domestic violence are what lead to the child's emotional and behavioral problems, not the domestic violence
directly.
In general, children are more likely to develop negative psychological effects from witnessing domestic violence
if they witness severe or chronic violence, if they are younger, if the violence is frequent, and if it is perpetrated
in close proximity to them. (Knapp, 1998) Infants in violent households tend to have disrupted sleeping and
feeding patterns with resulting poor weight gain (Knapp). These infants can exhibit excessive screaming and be
slow to reach developmental milestones. Domestic violence also may negatively affect mother-infant bonding
(Mahoney & Campbell, 1998)
Withdrawn, subdued, or mute behaviors are commonly seen in preschoolers who witness domestic violence.
(Knapp, 1998) Preschoolers also may exhibit anxiety and clinging behavior, suffer nightmares, and reenact the
domestic violence in their play (Knapp). Regression may occur with reoccurrence of toileting accidents and
thumb sucking. Groves (1999) states that children who witness domestic violence may exhibit aggressive
behavior decreased social competencies, depression, fears, anxiety, sleep disturbances, and learning problems.
Children also may feel rage, guilt, and a sense of responsibility for the violence. Witnessing domestic violence
may invoke in children feelings of helplessness and they may come to see the world as unpredictable, hostile,
and threatening Groves (1999). Mahoney and Campbell (1998) found that children who witness domestic
violence at all developmental ages exhibit the behavior of aggression or withdrawal but manifest these behaviors
differently. It is critical to consider contextual factors that may affect children and their responses to the violence
such as poverty, family structure and processes, community violence, and other forms of victimization such as
child abuse. (Prinz & Feerick, 2003)
Table 4.5 Behaviours Exhibited by Children
Frequency Percent
Yes No Yes No
Rude
12 5 70.6 29.4
Withdrawn
14 3 82.4 17.6
Truancy
8 9 47.1 52.9
Lack basic education
2 15 11.8 88.2
Immoral behaviour
4 13 23.5 76.5
4.7 The Academic Performance of Children who have Experienced Domestic Violence
The children’s performance of school tasks and tests varied significantly during the study as shown in table 4.6.
Majority (43.3%) of the children perform below average, with 38.3% performed averagely, while 18.3% were
above average in their performance.
From the study the findings agrees with the work of Knapp, 1998 who states, children who witness domestic
violence were noted to have a change in behavior or react inconsistently. School performance may decline or the
child may complain of vague somatic complaints, such as headaches or stomachaches. The child is torn between
a desire to help or rescue the victim and the need to keep a family secret. (Mahoney & Campbell, 1998)

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Table 4.6 Performance of school tasks and tests
Frequency Percent Cumulative Percent
Below average 26 43.3 43.3
Above average 11 18.3 61.7
Average 23 38.3 100.0
Total 60 100.0
4.8 Solutions Towards Domestic Violence
The solutions towards domestic violence were varied amongst the respondents as shown in table 4.7. All the
respondents identified guidance and counselling as a major solution towards domestic violence victims. 82.4%
were of the opinion that creating community awareness on the disadvantages of domestic violence was
important. The creation of employment opportunities and formation of community based organizations were
least solutions identified.
There is no easy solution to the problem of domestic violence as its elimination requires changes in the very
nature of society. Until people develop a sense of respect for others and recognition of the worthiness of each
individual and violence will continue and the weaker members of the community will largely be the victims. It is
the family which is principally responsible for building the character of individuals, and it is in functioning
families that feelings of self worth, respect for others and conflict resolution skills are developed. It is thus vital
that support is given to families to enable them to nurture these qualities which, if not developed in the early,
formative years, are very hard to instill later. At the same time, it is important to break the cycle of violence in
those families where it occurs, as it has been established that children reared in this environment are more likely
to become either victims or perpetrators themselves. For this reason counseling (including techniques of conflict
management, negotiation, anger control, etc. where appropriate) is vital for all family members affected by
domestic violence. Community funding should be available for this in order to ensure accessibility to all who
require it.
Referral to full psychiatric care should be made where necessary as voluntary counselors are not trained to deal
with socio-pathic problems. Violent behaviour injures its victims and demeans its perpetrator. Where an abuser
seeks help to alter/control his behaviour, help should be available. However, this should be provided in
association with, and not replace, appropriate punishment for the crime. Society must recognize the criminal
nature of domestic violence and accord appropriate punitive sanctions to it. The general community must be
encouraged to stop "minding its own business" and report/interfere/offer support/let their non-acceptance be
known in local neighborhoods.
Table 4.7 Solutions Towards Domestic Violence
Frequency Percent
Yes No Yes No
Educate the community
14 3 82.4 17.6
Guidance and counselling
17 0 100 41.2
Employment opportunities
3 14 17.6 82,4
Form community based organization
1 16 5.9 94.1
4.9 Observation Checklist Results
During the study a sample of 4 children per school were observed. A total of 60 children were interviewed from
15 ECD schools. The observation checklist were used to collect the primary data and subjected to frequencies,
descriptive and inferential analysis. The descriptive statistics included the mean, standard error, standard
deviation and variance. The frequencies included the frequency proportion, percentages and graphical
representation comprised of bar graphs. The inferential statistics comprised of chi- square and correlation
analysis. The observation checklist was administered to 15 schools and samples of 4 students per school were
selected for the study as shown in table 15. The frequencies of four pupils were constant as well as the
representative percentage (6.7%).
The mixing of children from families with domestic violence was found with those children who were active

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comprised of 51.7%, with 30% inactive and 18.3% withdrawn. The use of language while playing varied
significantly during the study with those who use abusive language comprised of 38.3%, with 35% friendly,
while 16% use obscene language. The concentration in class was found to comprise of both alert/active and not
alert/inactive and majority (60%) of children from families with domestic violence were inactive, while 40%
were active. The children’s responses to teacher instruction varied significantly during the study, with (43.3%) of
the children were rude in their responses, 30% were obedient and 26.7% not interested. Majority (43.3%) of the
children were unwilling to go home, with 36.7% willing to go home and 20% not decided where to go. The
children’s appearances in school were significant during the study as with (51.7%) of the children being
clean/obedient/tidy, while 29% were poorly groomed/dirty/shaggy.
4.10 Summary
This chapter presented analyzed and interpreted data that was collected through the teachers’ questionnaire and
observation checklist. The data contained in the questionnaire helped to establish awareness on domestic
violence, causes of domestic violence and the effects of domestic violence on the learning of ECDE children.
The observation checklist provided data on specific aspects of the effects of domestic violence as exhibited by
children who were perceived to be victims of domestic violence. The main findings were that domestic violence
is real in communities and that it has significant effects on children who go to ECDE centres for learning.
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
This chapter contains a discussion of the study’s principal findings, conclusions and their practical implications
and their recommendations. These are based on the findings in chapter 4 and also on the literature reviewed. This
chapter is organised into the following sections:
- Summary of findings
- Causes of domestic violence
- The effects of the factors of domestic violence on the learning of children at the ECDE centres
- The academic performance of children who from domestic violence environment
- Solutions to children from domestic violence environment
- Conclusions and recommendations
5.1 Summary of Findings
5.1.1 Causes of Domestic Violence on Children
From the study majority of the respondents comprised of female teachers and a few male teachers. The
occupation of most of the respondents comprised mainly of teachers, a provincial administrator and a church
elder. All the respondents interviewed were aware of the causes of domestic violence within the community.
From the findings it showed that majority of the respondents identified poverty within the society as a cause of
domestic violence, together with drunkard ness, unfaithful within the family and by drug abuse.
From the study it showed that domestic violence is more likely to occur in cases where individuals experience
less wage-earning power. This is a case where the purchasing power of a family or of an individual is eroded to
an extent that the provision of the basic needs is compromised. The children in such homes experience the higher
exchanges between the parents over food, medication and clothing. It targets children because they are the
consumers of the basic needs. The parents and the guardians or the care givers extend their anger and frustrations
to the children or fight among themselves as children witness. The inability of parents and caregivers often lead
to fights in the presence of children or may see the anger displaced to the children. The findings of the study
agrees with the work of Elk Grove, 1998 who argues that substance abuse leads to out-of-control behaviour
which leads to secondary anger, which is an ineffective substitute for dealing honestly with emotions. The
children mostly bear the brunt of this emotional instability.
Exposure to immorality comprised of the highest rating of the forms causing domestic violence followed by
abusive language rated secondly high and the exposure to violent scenes were rated thirdly high. The battery of
children and exposure of children to harsh environment were rated the highest and low factors respectively for
the existence of domestic violence. Exposure to violent scenes, the use of abusive language and the exposure to
immorality were the least forms of domestic violence experienced. All forms of domestic violence have one
purpose, to gain and maintain control over the victim. Abusers use many tactics to exert power over their spouse
or partner. The form and characteristics of domestic violence and abuse may vary in other ways. Types of male
batterers identified by Holtzworth-Munroe and Stuart (1994) include "family-only", which primarily fall into the
common couple violence type, who are generally less violent and less likely to perpetrate psychological and
sexual abuse.
From the study physical abuse include hitting, slapping, punching, choking, pushing, and other types of contact
that result in physical injury to the victim. Physical abuse include behaviors such as denying the victim of
medical care when needed, depriving the victim of sleep or other functions necessary to live, or forcing the

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victim to engage in drug/alcohol use against his/her will. It can also include inflicting physical injury onto other
targets, such as children or pets, in order to cause psychological harm to the victim, (U.S Department of Justice,
2007).
Emotional abuse includes forceful efforts to isolate the victim, keeping them from contacting friends or family.
This is intended to eliminate those who might try to help the victim leave the relationship and to create a lack of
resources for them to rely on if they were to leave. Isolation results in damaging the victim’s sense of internal
strength, leaving them feeling helpless and unable to escape from the situation.
People who are being emotionally abused often feel as if they do not own themselves; rather, they may feel that
their significant other has nearly total control over them. Women or men undergoing emotional abuse often
suffer from depression, which puts them at increased risk for suicide, eating disorders, and drug and alcohol
abuse. Verbal abuse is a form of abusive behavior involving the use of language. It is a form of profanity that can
occur with or without the use of expletives. While oral communication is the most common form of verbal
abuse, it includes abusive words in written form.
5.1.2 Effects of Factors of Domestic Violence on the Learning of Children at ECDE centres
The effects of domestic violence were viewed differently by the respondents, with poor performance rated
highest, followed by dropping out of school, reported cases of indiscipline and least being brain damage. The
tragic reality is that anytime a mother is abused by her partner, the children are also affected in both overt and
subtle ways. When a mother is abused, the children may feel guilty that they cannot protect her, or that they are
the cause of the strife. They may themselves be abused, or neglected while the mother attempts to deal with the
trauma. The rate of child abuse is 6-15 times higher in families where the mother is abused. Children get hurt
when they see their parents being yelled at, pushed, or hit. They may feel confused, stressed, fearful, ashamed, or
think that they caused the problem. Children grow up learning that it's okay to hurt other people or let other
people hurt them. A third of all children who see their mothers beaten develop emotional problems. Boys who
see their fathers beaten by their mothers are ten times more likely to be abusive in their adult intimate
relationships.
Children may exhibit emotional problems, cry excessively, or be withdrawn or shy. Also they have difficulty in
making friends or fear adults. Furthermore they suffer from depression and excessive absence from school.
Children may use violence for solving problems at school and at home. Children may be at greater risk of being
runaway, suicidal, or committing criminal acts as juveniles and adults. Children who are experiencing stress may
show it in different ways, including difficulty in sleeping, bedwetting, over-achieving, behavioral problems,
withdrawal, stomach aches, headaches and/or diarrhea.
Children do not have to be abused themselves in order to be impacted by violence in the home. The only answer
to this problem is to treat domestic violence for what it is – “a crime”. We must fight the societal values that
reinforce the stereotypes that encourage men to act aggressively and use violence to solve problems; that women
are weak and submissive and should accept male dominance as the norm. Children must be taught at an early age
non-violent conflict resolution mechanisms. In homes where domestic violence occurs, fear, instability, and
confusion replace the love, comfort, and nurturing children’s need. These children live in constant fear of
physical harm from the person who is supposed to care for and protect them. They may feel guilty at loving the
abuser or blame themselves for causing the violence.
The behaviour exhibited by children from families with domestic violence varied with majority of them
withdrawing and rude. A few of them were truant, had immoral behaviour and lack basic education. Domestic
violence in the household is often accompanied by other major developmental risk factors for children such as
poverty, female-headed household and low education level of primary care giver. (Fantuzzo, Boruch, Beriama,
Atkins, & Marcus, 1997)
Children living with domestic violence are at risk not only physically but also psychologically and emotionally.
First of all, children of battered women tend to be much more aware of the battering than their parents imagine.
(Groves, 1999). Children who witness domestic violence respond in a variety of ways. Some children remain
relatively unscathed from their experiences, whereas others reveal any of a range of psychopathology or
adjustment problems (Groves). Groves discusses factors that appear to affect children's responses to witnessing
domestic violence, such as what the child actually saw or heard; the child's temperament or personality; the age
of the child at the time(s) of exposure; the severity and chronicity of the violence; and the availability of adults
who can emotionally protect the child.
Maughan and Cicchetti (2002) argue that exposure to domestic violence indirectly affects child adjustment by
disrupting parent-child relationships and parenting practices. The negative changes in parenting that result from
domestic violence are what lead to the child's emotional and behavioral problems, not the domestic violence
directly.
Infants in violent households tend to have disrupted sleeping and feeding patterns with resulting poor weight

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gain (Knapp, 1998). These infants can exhibit excessive screaming and be slow to reach developmental
milestones. Domestic violence also may negatively affect mother-infant bonding (Mahoney & Campbell, 1998).
Withdrawn, subdued, or mute behaviors are commonly seen in preschoolers who witness domestic violence.
(Knapp,1998). Preschoolers also may exhibit anxiety and clinging behavior, suffer nightmares, and re-enact the
domestic violence in their play. Regression may occur with reoccurrence of toileting accidents and thumb
sucking. Groves (1999) states that children who witness domestic violence may exhibit aggressive behavior,
decreased social competencies, depression, fears, anxiety, sleep disturbances, and learning problems. The
children's emotional responses to the violence, such as intense terror, fear of death, and fear of loss of a parent,
underlie many of the emotional/behavioral problems they exhibit. Children also may feel rage, guilt, and a sense
of responsibility for the violence. Witnessing domestic violence may invoke in children feelings of helplessness
and they may come to see the world as unpredictable, hostile, and threatening Groves (1999).
Mahoney and Campbell (1998) found that children who witness domestic violence at all developmental ages
exhibit the behavior of aggression or withdrawal but manifest these behaviors differently. When defining
children's experiences in witnessing domestic violence, it is critical to consider contextual factors that may affect
children and their responses to the violence such as poverty, family structure and processes, community
violence, and other forms of victimization such as child abuse. (Prinz & Feerick, 2003)
5.1.3 Academic Performance of the Children who have been Victims of Domestic Violence
The children’s performance of school tasks and tests varied significantly during the study with majority of the
children performing below average compared to those who perform above average in their learning. From the
study the findings agrees with the work of Knapp 1998, who states that children who witness domestic violence
were noted to have a change in behavior or react inconsistently. School performance may decline or the child
may complain of vague somatic complaints, such as headaches or stomachaches. The child is torn between a
desire to help or rescue the victim and the need to keep a family secret. (Mahoney & Campbell, 1998)
5.1.4 The Solutions of Domestic Violence
The solutions towards domestic violence were varied amongst the respondents will all the respondents
identifying guidance and counselling as a major solution towards domestic violence victims. Majority of them
were of the opinion that creating community awareness on the disadvantages of domestic violence was
important. The creation of employment opportunities and formation of community based organizations were the
least solution identified.
There is no easy solution to the problem of domestic violence as its elimination requires changes in the very
nature of society. Until people develop a sense of respect for others and recognition of the worthiness of
individual, violence will continue and the weaker members of the community will largely be the victims. It is the
family which is principally responsible for building the character of individuals. It is in functioning families that
feelings of self worth, respect for others and conflict resolution skills are developed. It is thus vital that support is
given to families to enable them to nurture these qualities which, if not developed in the early, formative years,
are very hard to instill later. At the same time, it is important to break the cycle of violence in those families
where it occurs, as it has been established that children reared in this environment are more likely to become
either victims or perpetrators themselves. For this reason counseling (including techniques of conflict
management, negotiation, anger control, etc. where appropriate) is vital for all family members affected by
domestic violence. Community funding should be available for this in order to ensure accessibility to all who
require it.
Referral to full psychiatric care should be made where necessary as voluntary counselors are not trained to deal
with socio-pathic problems. Violent behaviour injures its victims and demeans its perpetrator. Where an abuser
seeks help to alter/control his behaviour, help should be available. However, this should be provided in
association with, and not replace, appropriate punishment for the crime. Society must recognize the criminal
nature of domestic violence and accord appropriate punitive sanctions to it. The general community must be
encouraged to stop "minding its own business" and report/interfere/offer support/let their non-acceptance be
known in local neighborhoods.
5.2 Conclusion
From the findings it showed that majority of the respondents identified poverty within the society as a
cause of domestic violence, together with drunkard ness, unfaithful within the family and by drug
abuse.
Exposure to immorality comprised of the highest rating of the forms causing domestic violence
followed by abusive language rated secondly high and the exposure to violent scenes were rated thirdly
high. The battery of children and exposure of children to harsh environment were rated the highest and
low factors respectively for the existence of domestic violence. Exposure to violent scenes, the use of
abusive language and the exposure to immorality were the least forms of domestic violence
experienced. All forms of domestic violence have one purpose, to gain and maintain control over the

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victim.
The effects of domestic violence were poor performance rated highest, followed by dropping out of
school, reported cases of indiscipline and least being brain damage. The tragic reality is that anytime a
mother is abused by her partner, the children are also affected in both overt and subtle ways.
The behaviour exhibited by children from families with domestic violence varied with majority of them
withdrawing and rude. A few of them were truant, had immoral behaviour and lack basic education.
Domestic violence in the household is often accompanied by other major developmental risk factors for
children such as poverty, female-headed household and low education level of primary care giver.
The children’s performance of school tasks and tests varied significantly during the study with majority
of the children performing below average compared to those who perform above average in their
learning.
The solutions towards domestic violence were varied amongst the respondents with all the respondents
identifying guidance and counselling as a major solution towards domestic violence victims. Majority
of them were of the opinion that creating community awareness on the disadvantages of domestic
violence was important.The creation of employment opportunities and formation of community based
organizations were the least solution identified. There is no easy solution to the problem of domestic
violence as its elimination requires changes in the very nature of society.
5.3 Recommendations
From the findings of the study the following recommendations were drawn;
Majority of the respondents identified poverty within the society as a major cause of domestic violence,
thus there is need for alleviation of poverty by improving the livelihoods of the households and creating
more employment opportunities to engage family members in gainful activities, that will reduce
household tensions which would end up in household fights, use of abusive language or child battery.
These in essence will give children amble time to concentrate on learning other than be scared of the
happenings at home.
The effects of domestic violence identified were; poor performance rated highest, followed by dropping
out of school, reported cases of indiscipline and least being brain damage. Hence the study recommends
strongly that children need a supportive environment to learn and perform well at the ECDE centres.
This can be achieved when the levels of domestic violence is drastically reduced to allow children to
concentrate on teachers instructions which will be translated in their improved academic performance
and achievement. The researcher also recommends that a child should be allowed to explore the
environment without fear of ridicule, abuse or being battered. By so doing, the effects of domestic
violence will be insignificant and these will promote positive academic achievement.
The children’s performance of school tasks and tests varied significantly during the study with majority
of the children performing below average compared to those who perform above average in their
learning. The researcher recommends that there is need for the empowerment of children at home and
school to enable them make good decisions, interpret school tasks and perform well in school tests. This
will in essence lead to performance of school tasks and tests be above average which is the ideal notion
of children going to ECDE centres.
Majority of the respondents identified guidance and counselling as the major solution of domestic
violence, however it should also be pointed out that creating community awareness on the
disadvantages of domestic violence is important as it help in changing the attitudes of the community
members towards domestic violence, which as mentioned earlier has adverse effects on the learning of
children in ECDE centres.
5.4 Suggestions for Further Research
Since the research dwelled on an investigation into the causes of domestic violence and their effects on learning
in Early Childhood Development Centres in Lugari District, Kenya. The research has been restricted to ECDE
schools in one District of Kenya. The following suggestions were made for further research:-
• Effects of poverty on E.C.D.E.
• The impact of Physical and social-psychological development of children on E.C.D.E
• The mitigation measures that should be adopted to reduce the incidence of domestic violence in
communities.
REFERENCES
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th Ed.).
Washington, DC: Author.
American Academy of Pediatrics (AAP) (1997). Goals and Objective in Elimination of Violence: Digest
Publishers, ELK Giove Village.

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//www.acf.hhs.gov/ programs/core/ongoing_research/faces/faces_pres_papers.html
Zill, N., & West, J. (2001). Entering kindergarten: A portrait of American children when they begin school:
Findings from The Condition of Education. Washington, DC: U.S. Government Printing Office, U.S.
Department of Education, National Center for Education Statistics. Retrieved November 6, 2003, from
http://npin.org/library/2001/n00525/n00525.html
APPENDICES
APPENDIX I: MAP OF LUGARI DISTRICT
APPENDIX II: RESEARCH PERMIT
APPENDIX III: AUTHORITY FROM DISTRICT EDUCATION OFFICER
APPENDIX IV
QUESTIONAIRE FOR THE TEACHERS AND CHURCH ELDER
SECTION A: INTRODUCTION
The researcher is a Post graduate student at Moi University. He is out to collect data related to the topic, “The
effects of domestic violence on learning of children at ECDE centres.” Kindly respond to the questionnaire
below as objectively as possible to enable the researcher analyze the data without a problem. Your timely
response and return of the questionnaires is highly appreciated.
SECTION B
PERSONAL PROFILE
GENDER
Male
Female
AGE
21 – 25 years
26 – 30 years
31 – 35 years
36 – 40 years
41+ years
OCCUPATION
Teacher
Administrator
Religious leader
EXPERIENCE
1 – 3 years
4 – 6 years
7 – 9 years
10+ years
SECTION C
1. Are you aware of the phrase, “Domestic violence?”
i) Yes

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ii) No
2. If yes can it be being practiced in the community where you work?
i) Yes
ii) No
iii) Not sure
3. Suggest any causes of domestic violence in your community
i) _____________________________________________
ii)_____________________________________________
iii)_____________________________________________
iv)____________________________________________
4. Are you aware of cases where domestic violence may be directed at the children?
i) No
ii) Yes
iii) Not sure
5. How would you rate the existence of the following factors of domestic violence against children in your
community? (Tick the suitable option)
i) Battery of children
a) Very high b) high c) low
ii) Abusive language
a) Very high b) high c) low
iii) Exposure to immorality (e.g. improper dressing, compromising situations etc)
a) Very high b) high c) low
iv) Exposure to violent scenes (e.g. parents and siblings fight, hurling abuses etc)
a) Very high b) high c) low
v) Exposure to very harsh environment (e.g. thrown out of the house at night or in the rain, denied food,
send out to steal etc)
a) Very high b) high c) low
6. List any behaviours exhibited by children in your school from homes in the domestic violence
i) ______________________________________________
ii) ______________________________________________
iii) ______________________________________________
iv) ______________________________________________
7. What effects has domestic violence had on children in your school?
i) ________________________________________________
ii)________________________________________________
iii)_______________________________________________
iv) _______________________________________________
8. What solutions would you suggest towards domestic violence?
i) _______________________________________________
ii)_______________________________________________
iii)______________________________________________
iv)______________________________________________

33.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.13, 2013
175
APPENDIX V
INTERVIEW QUESTIONS FOR ECDE TE ACHERS
1. Are you aware of the existence of domestic violence in your community?
2. What are the likely causes of domestic violence in your community?
3. In your view, how does the domestic violence affect young children 3 -8 years?
4. In your view what is the rate of the occurrence of the following factors of domestic violence in your
community or ECD centre?
i) Child battery
ii) Abusive language
iii) Exposure to immorality
iv) Exposure to violent scenes
v) Exposure to harsh environment
5. What have you observed about the children from a domestically violent environment while at school in
terms of behaviour?
6. What have you observed concerning the academic performance of children from domestic violence
environment?
7. What are your possible solutions to such children?
APPENDIX VI
OBSERVATION CHECK LIST FOR CHILDREN
N
O
CHILREN
S NAMES
AREAS OF OBSERVATION
School Mixing
with
others
Use of
language
while
playing
Concentration
in class
Response
to teachers’
instructions
Wish
to go
home
after
school
Appearance
in school
Performance
of school
tasks and
tests
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21

34.
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